For more than three decades, researchers have examined strategies to teach students who are culturally and linguistically diverse (CLD). For the purpose of this article, students who are CLD are those whose ethnic, cultural, and linguistic backgrounds, including English language learners and English speakers of other languages, differ from mainstream culture. The purpose of this study was to examine the perceptions of educators regarding effective culturally and linguistically responsive (CLR) practices they currently use in their classrooms to assist students who are CLD in attaining greater academic success. Eight teachers of students who are CLD from public schools in the midwestern U.S. were chosen by convenience sampling to participate in this study. The data gathered from participants of this study as well as from the literature show that teachers must take personal responsibility in becoming effective at executing CLR practices by developing positive character traits and by engaging in deliberate reflective activities. In addition, teacher preparation programs (i.e., institutional dimension) may help educators become literate in working with CLD populations by explicitly incorporating CLR practices into curricula (Li, 2013).