The purpose of this study was to examine faculty use of Culturally Mediated Instructional (CMI) practices in a community college-based academic enrichment program. The intent of the study was two-fold: (a) to search for evidence that instructional practices were reflective of Hollins' (1996) theory of CMI, and (b) to explore faculty perceptions of its impact on their students. This study focused on the experiences of four community college faculty members teaching in a 2007 culturally responsive academic enrichment summer bridge program in the mid-Atlantic region of the United States. Hollins' (1996), theory of CMI served as the theoretical framework for conducting this investigation. The results of this study revealed that the faculty used CMI practices and believed that the practices enhanced the learning experiences of African American learners in their classrooms. The study also revealed that race made a difference in terms of how instructors reviewed the benefit of CMI. The Anglo-Saxon participant (participant's classification of identification) viewed the instructional experience as negative while the experiences were positive for the African American participants. [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.]