The effectiveness of professional development aimed at increasing cultural awareness among teachers depends on matching the needs of teachers to the appropriate approach. For the last 10 years, we have been conducting research on educators’ beliefs about diversity, their level of cultural knowledge, and application of that knowledge to practice. Our findings indicate teachers have varying levels of cultural responsiveness from culturally responsive or a high level of cultural competence to none or culturally unaware. Knowing the levels teachers are at helps professional developers design effective learning experiences. Culturally responsive educators are those who hold pluralistic beliefs about diversity, have knowledge of invisible culture, and implement culturally responsive practices. Invisible culture comprises aspects of culture such as assumptions and values that are not observable and are unconscious. They