In Rwanda, the number of culturally minority students in higher education institutions has continued to increase in recent years, yet the role of instructors and school administrators in utilizing culturally responsive teaching (CRT) methods for those students remain unclear. The purpose of this qualitative case study was to describe instructors' and school administrators' views of their roles in utilizing CRT methods. The conceptual framework for this study included CRT best teaching practices and approaches; institutional, personal, and instructional dimensions of CRT; and components of the preparation for and practice of CRT. The study was conducted at a university with three campuses located in Rwanda's Southern, Eastern, and Kigali provinces. Participants included five instructors and seven administrators selected through purposive sampling. Face-to-face interviews and documents were used as data sources. Data analysis was performed using coding, categorization, and themes. The findings revealed that instructors viewed administrative assistance; classroom climate; the determination of curriculum strengths and weaknesses; and changes in school leadership, policy, and administrative practices as key factors in conducting CRT methods. Administrators viewed training and professional development; changes in school leadership, policy, and administrative practices; conflict prevention; a healthy learning and living environment; and changes in instructional programs and strategies as best practices. A recommendation as a result of this is to study minority students' views of instructors' and administrators' roles in conducting CRT. This study may potentially cause positive social change by increasing instructors' and administrators' knowledge of strategies to better meet minority students' needs.