This study presents a pedagogical framework to inform culturally responsive teaching in a Yukon First Nations community. The paper describes the community-based processes used to develop the framework, and presents accounts from teachers who have used the framework to inform their teaching. Preliminary indications of the adjusted teaching practices' influence on student learning are presented, using qualitative data describing the changed teaching practices, and quantitative data specific to the changed practices' impact on student learning. Finally, the paper outlines the ongoing community-based research work in the Yukon context, with reference to the work's potential significance to the wider education community.