What is in a name? This question is a quandary for culturally relevant teaching (CRT). As a way of grappling with the dilemma, this article raises three essential questions to address if CRT is being applied in name only, or has it evolved in ways that are beyond just terminology with distinguishable types of CRT? First, a historical accounting or literature review of various well-known brands of CRT is presented. Next, a survey of names used for CRT in some of California's teacher education programs and the meanings associated with those names are examined. Last, a current, successful brand of CRT is offered as an example of a specific name for CRT being aligned with a precise way of being culturally and linguistically responsive. The conclusion is a call for a collective reflection on the state of CRT in teacher education. Is it not time for more remixes?