This study explored Caucasian teachers' perceptions of culturally competent strategies that contributed to the success of African American students in the elementary classroom setting. The National Education Association Cultural Competency Framework referred to in this study recommends that educators consistently seek opportunities to demonstrate cultural competence in their classrooms by valuing diversity, recognizing cultural self-awareness, understanding the dynamics of cultural interactions, and learning to adapt to diversity. Ten elementary teachers participated in semi-structured, open ended interviews where the data were coded and themes that emerged naturally were reported. Findings revealed that despite the teachers' ethnicities, African American students were successful when teachers aimed to produce caring classroom environments that were inclusive of all students' cultures. Findings also showed that culturally competent educators supported students by providing authentic educational experiences that were significant and relevant to the students, consistently had high expectations and standards for learning, and valued and respected the families and communities of their students.