The purpose of this study is to evaluate the elementary teaching undergraduate programs in Turkey in terms of educating culturally responsive elementary teachers. In this direction, the phenomenological design was preferred. We collected data from the elementary teacher candidates and instructors via interviews. In the light of the findings and conclusions obtained, we saw that the processes and experiences are not given at the level of acquiring the knowledge and skills related to culturally responsive teaching for the elementary teacher candidates. Furthermore, we determined that the subjects related to culturally responsive teaching are very limited in the content of the course, and they are not carried out with a culturally responsive pedagogy conception in the learning-teaching process. Additionally, we saw that instructors in the elementary teacher education program do not have professional formation knowledge and skills related to culturally responsive teaching. Finally, we made proposals to update the program to promote responsiveness.