Hispanic and Latino students are regarded as one of the most uneducated and educationally at-risk and disadvantaged groups in the United States, yet few studies have focused on teaching and learning in classrooms where they are making significant academic gains due to high quality teachers. Current research in this area lacks strong theoretical foundations and has produced little empirical data. As such, it was the goal of this study to identify common characteristics of effective educators of Hispanic and Latino students via theoretical elucidation through the lens of cultural competency and proficiency and culturally relevant instruction. Research questions included: (1) What do effective teachers of Hispanic and Latino students need to know about teaching, learning, and Hispanic and Latino students?; (2) What skills and abilities do they possess?; and (3) What are their dispositions? Given the study's purpose, the research approach was that of a qualitative study employing a case study design that utilized interview as a data collection method and constant comparative analysis. Interviews from eight effective educators in a southeastern Wisconsin public, urban high school with a 98.8% Hispanic student demographic corroborated that a diverse set of knowledge, skills, and dispositions were shared amongst these educators and were consistent with findings generated by the literature review, with some additional characteristics, such as college knowledge, being brought forth, and others not being substantiated, such as analysis of instructional materials and resources. Implications of this study suggest that there is a set of principal behavioral patterns and teacher qualities that auspiciously influence student achievement and that applying these principals and replicating them in diverse contexts will help meet the needs of Hispanic and Latino students. The study's findings also provide implications for a pre-service education and professional development framework that adequately prepares responsive educators and assists them in meeting the needs of a student population that has traditionally been underserved. In addition, findings also implicate that educators can take measures to address the challenges they face in educating Hispanic and Latino students, as well as amend the educational disparities in these students' performance. [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.]