While extensive research has been conducted on classroom management little research exists on culturally responsive classroom management. The primary purpose of this qualitative study was to examine how four novice teachers developed their culturally responsive management practice (CRCM) to better meet the needs of their students. My analysis was organized around Rogoff's three planes of analysis to understand how participation in each of dimension of activity (personal, interpersonal, and community) influenced one another and contributed and shaped the cultural community of the classroom and it's members. Data were collected through observations, interviews, post-observation debriefs, and videos of classroom meetings. The findings revealed that a teacher's personal development as a culturally responsive teacher is influenced by one's ongoing participation in the cultural activities of the classroom which include: social interactions with members of the classroom community (students and families), community oriented activities aimed at fostering the climate and culture of the classroom, support from colleagues and mentors, and the cultural values, practices and policies of one's school. In addition, the collaboration planning and reflection groups' teachers participated in also had a strong impact on teachers' thinking and practice related to CRCM. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]