This literature review and accompanying research proposal were developed to identify and begin the process of addressing a gap in established pedagogical practices and academic literature. Specifically, the work asks: How are secondary Foods Studies and Home Economics teachers addressing the needs of culturally diverse and non-hegemonic populations within their classrooms? This review includes a thorough look at the history of Culturally Relevant Pedagogy, the unique pedagogical position of Career and Technology Education broadly and the Euro-centric Home Economics curriculum in Alberta, Canada specifically, and examines the significant possibilities for Foods Studies classes to support and enhance diverse ways of constructing and displaying knowledge and understanding. The review pays particular attention to supporting Indigenous ways of knowing and being with examples from American university lessons and classes. The literature also makes clear the need for long term, consistent, and engaging professional development to enhance educators' classroom and lesson planning skills. The proposed research includes the use of modified versions of previously developed surveys and qualitative action research with identified classrooms and educators to determine Alberta Foods Studies teachers' current successes in supporting Culturally Relevant Pedagogy in order to create and promote professional development that would align educators' practices across Alberta.