Abstract
This study explored the classroom curriculum and instructional strategies of a white, middle class, second-career teacher Amy (not her real name) who created and implemented a culturally relevant teaching practice. Interpretive data, which were gathered on Amy's teaching over a period of five years, chronicle the development of her beliefs, values, and dispositions for meeting the needs of students who represent a wide variety of abilities and backgrounds. Of the many themes that emerged over the duration of the study relative to teaching diverse learners, three themes were particularly germane to this report. These were: acquiring cultural sensitivity, reshaping the classroom curriculum, and inviting students to learn. After describing these themes, I compare them to Ladson-Billings' theory of culturally relevant teaching, and I offer suggestions for extending this theory.
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