An achievement gap exists in the United States between children of color and their white peers. This gap is most prevalent in literacy. Achievement in literacy is pertinent to student success in other content areas. To address this problem, educational researchers have identified a conceptual framework, culturally relevant pedagogy, that provides educators with strategies to integrate students' cultural experiences, understandings, and beliefs to encourage student success as well as foster cultural competence. The tenets of culturally relevant pedagogy were designed to address the impact of racism in the educational system. This article examines the use of culturally relevant pedagogy by novice teachers to address the needs of students of color. Using a narrative inquiry structure, the investigator collected data from seven beginning teachers. Data collection consisted of interviews using semi-structured, open-ended questions as well as constructed response journal entries. The findings of this study have implications regarding teacher preservice education and teacher professional development in terms of preparing and equipping novice teachers with the tools to address the needs of culturally diverse student populations. The investigator considered the findings and developed a coaching framework to address educational disparities and support educators to implement culturally relevant teaching practices.