As the U.S. population grows more varied, public schools face the challenge of meeting the needs of an increasing population of culturally and linguistically diverse (CLD) students with exceptionalities in inclusive classrooms. This is especially evident in the urban inclusive classrooms. There is a strong connection between culture and learning. The teacher has a significant role in enhancing all learners' sense of competence and preparing them for the global life of the 21st century. Teachers can support maximum learning through use of culturally responsive pedagogy for CLD students with disabilities in inclusive classrooms. Teachers can transform their pedagogy with high expectations, contextual learning, culturally mediated instruction and productive family/community engagement. This article will discuss the incorporation of a culturally responsive paradigm and educational delivery practices to increase engagement and positive outcomes for diverse students with disabilities in inclusive settings.