This study investigates how two teachers teach multicultural literature to diverse students using culturally relevant teaching practices. The student demographic is becoming increasingly diverse and alternative teaching methods of students of color must be explored to increase student participation and student achievement. During a three week period observations, anecdotal notes, interviews, and teacher created supplements were gathered to explore teacher practices as it relates to culturally relevant teaching. The results showed that a teacher of color was more able to demonstrate culturally relevant teaching strategies due to similar experiences of the students and characters in the text as well as having extensive teaching experience as part of her background. The other teacher who was not a person of color demonstrated fewer of the culturally relevant strategies due to more limited capacity to relate to her students and the characters in the text as well as having only a few years of teaching experience. The results of the study are discussed with regard to race, teacher experience, and staff development and education.