The overall effectiveness of the culturally relevant and responsive education (CRRE) professional development program in the Los Angeles Unified School District (LAUSD) was evaluated. Recruitment procedures included general and special educators and school administrators as participants. The "CRRE Observation Coding Scheme" and reflective field notes were collected during sessions from data collectors. Using a mixed-methods approach, findings revealed that a total of 399 hours of CRRE content was delivered. The most common themes addressed were designing rigorous instructional environments (53%), active learning (48%), language needs of English Language Learners (45%), and relating to students' life experiences (43%). The least common themes were access to educational opportunity (3%), giving ample assessment time (3%), relations between community and school (3%), intelligence as an effort based phenomenon (6%), parental involvement in school activities (8%), impact of culture on testing (8%), applied learning (9%), and peer teaching (9%). Future implications for implementing CRRE professional development programs for general and special educators and school administrators are discussed. (Contains 11 tables.)