This chapter will explore the use of culturally responsive practices in South African schools. The need for culturally responsive teaching is more pressing than ever, especially considering the demographic gaps between teachers and students in South African schools. Research has shown that the key to helping students succeed in diverse settings is to relate teaching content to their cultural backgrounds. The theory supporting the aim of the book chapter is the Cultural Diversity Theory. Literature review on Culturally Responsiveness in South African schools reveals that schools in South Africa are not yet culturally responsive. This work adopted a phenomenological study as a research design, and 40 teachers were selected as participants, purposively. Data was collected using the modified Zimmerman and Weider's Diary-Interview method. Participants were asked to keep a record of the thought triggers, subsequently used for intensive interviewing. Findings reveal that schools are not yet culturally responsive. Participants gave reasons for the failure to be culturally responsive.