The purpose of this study was to research methodologies and practices that would serve as tools in engaging Black, Indigenous, and people of color (BIPOC) students in learning. The opportunity gap refers to the inequitable access to resources and opportunities for BIPOC students. BIPOC students represent Black, Indigenous, and people of color. This underserved community of learners now has an opportunity for empowerment through Culturally Responsive Teaching and Practices. Culturally Responsive Teachers intentionally learn about their students' differences and acknowledge how those same differences are what make them valuable to the classroom community, society, and the world. This study explored Culturally Responsive Teaching practices to determine if BIPOC students respond positively to Culturally Responsive Instruction. This dissertation will argue that Culturally Responsive Practices organically provide equal access to deeper learning for BIPOC students and will ultimately close the opportunity gap. This study included instruments, such as student surveys and journals to determine how students respond to traditional curriculum, as opposed to curriculum that is Culturally Responsive. Throughout this study, BIPOC students were able to connect to the selected readings and expressed a high level of engagement in their learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]