This article describes ways that music education can be made more culturally responsive, or congruent with the orientations of culturally diverse students. Music education in the United States has historically been based on Eurocentric frameworks that may no longer be applicable in an increasingly multicultural society. For the many teachers charged with the responsibility of teaching students from backgrounds other than their own, there is a demonstrated need to develop pedagogical practices that respond to cultural diversity. In response to this need, this article builds on an abundance of literature addressing culturally responsive pedagogy in general education to apply the principles specifically to choral music education. In addition to describing culturally responsive approaches to repertoire selection, rehearsal technique, and curriculum design, the article discusses how choral music education can go beyond a surface treatment of diverse repertoire to one that develops students' sociopolitical competence and empowers them toward social action. (Contains 2 figures and 34 notes.)