The purpose of this qualitative single case study was to explore teachers’ perceptions of the effectiveness of the professional development program on their implementation of culturally responsive pedagogy, self-efficacy, and student outcomes at Wyatt Elementary School. The theories guiding this study were Bandura’s self-efficacy theory and the culturally responsive pedagogy framework. Combining these theoretical frameworks contributed to understanding how teachers internalize and implement culturally responsive pedagogy based on the knowledge obtained during professional development. This study utilized a single case study design to examine teachers’ perceptions at Wyatt Elementary School (pseudonym), an urban family school in the Mid-Atlantic United States. Data were obtained from interviews, focus groups, and document analysis. The data were analyzed using Yin’s five-phase approach to identify the prominent themes and develop a detailed case description. After data analysis, three themes emerged: (a) inefficacious professional development, (b) shared responsibility for cultural competency, and (c) multiple contributing factors to self-efficacy.