As children begin to construct an understanding of human differences and similarities during their earliest years, early childhood teachers are challenged to be culturally responsive to the diversity of the children and families. Based on our review of the literature and other existing tools, this article discusses a framework for thinking about this work and proposes critical elements for teachers to re-examine their practice. The article describes a reflective tool structured to provoke thinking about attitudes, assumptions, and knowledge base regarding culturally responsive teaching. (Contains 1 figure.)