Students in Canadian schools are increasingly diverse in terms of cultural background, but they are being educated in a system that often does not nourish their cultural identity. This literature review involves a synthesis of research on classroom-based pedagogy from 11 qualitative and quantitative designed research studies from 2003 to 2015, all which address the experiences of educators with the implementation of culturally relevant pedagogy. The findings revealed six themes relevant to culturally relevant pedagogy: teacher beliefs and knowledge, culturally inclusive classrooms, reshaping curriculum, instructional practices, professional training and support, and family and community involvement. The author concludes that incorporating culturally relevant pedagogy is a necessary teaching practice that will improve learning and social factors in Canadian schools.