This action research study examines a graduate level course on Ethnicity and Education. Eighteen teacher participants enrolled in a Master of Education program. Course instructors analyzed teacher participants' perceptions of culturally responsive teaching. A teaching plan, a post-course questionnaire, a focus group interview, and a follow up questionnaire were collected after the course. Analysis of the data generated three themes: 1) Doing culturally responsive activities; 2) Moving towards culturally responsive teaching as a perspective; and 3) Being a culturally responsive teacher. This article suggests ways teacher educators might re-conceptualize culture-based courses to deepen teacher perspectives rather than merely enhance teaching activities which support culturally responsive teaching and learning.