Training and learning are the personal process in which individuals interact with social and cultural contexts. Immigrant trainees bring their early educational and life experiences into training classrooms, and their learning is strongly affected by their prior socialization and socio-cultural experiences. Therefore, it is necessary to provide immigrant trainees with vocational training programs in culturally responsive ways. That being said, the aim of this paper is to address the principles of culturally responsive pedagogy in adult education and their implications for vocational training of immigrants. The main implications of culturally responsive pedagogy in adult education for vocational training of immigrants are that vocational training instructors should have cultural self-awareness and reflection on their training practices as well as design and implement the culturally relevant vocational training programs, including integrating vocational training courses with knowledge and skills of immigrant trainees, affirming the cultural differences of immigrant trainees, developing learning communities, taking into account prior educational and work experiences of immigrant trainees, and utilizing multiple training methods and activities.