Classroom learning is a shared experience where ideas and concepts are shaped by the interactions between students and teachers. Different cultural backgrounds of the students compared to the teacher can increase misconceptions or confusion. Although the effective teacher may plan for a range of questions to promote classroom discussion, the more cultural diversity exhibited within a classroom, the greater the likelihood for miscommunication. The intentionally inviting teacher understands different does not mean deficient. This type of effective teacher handles miscommunication, misconceptions, or conceptual confusion by empowering the diverse learner to actively seek or provide greater clarity. By contrast, when a culturally diverse learner's response does not fit the instructor's preconceived expectations, the intentionally disinviting teacher can disable the learner's continued inclusion in class dialogue. As a foundational system for responsive classroom management, Invitational Education theory aligns with culturally responsive teaching practices. A key feature of culturally responsive teaching is presentation of knowledge in a way that builds upon the cultural knowledge, experience, and performance styles of the student. This practice-based analytical paper describes the authors' attempts to apply tenets of Invitational Education theory to optimize responsive communication within the culturally diverse undergraduate classroom.