As a result of increases in immigration, more students from culturally and linguistically diverse backgrounds are entering K-12 classrooms in the United States. Thus, the need to study the education of diverse learners is intensified. Drawing upon semi-structured interviews, observations, and informal conversations, this case study examined how a fourth-grade mainstream teacher at an urban public school put culturally and linguistically responsive instruction into practice. The data analysis was informed by a framework that focused on three levels: instructional, institutional, and societal. Directions for future research are discussed.