Supporting students from culturally diverse backgrounds requires a restructuring of current pedagogical practices. However, many teachers feel unprepared and lack the knowledge and practices necessary to work with students from diverse cultural backgrounds (Ballantyne, Sanderman, & Levy, 2008; Bankeree &Luckner, 2013). Considering this, a new theoretical model is presented which combines Third Space Theory and Culturally Responsive Teaching (CRT) so educators are equipped with a model that supports students’ cultural, academic, and psychological well-being collectively. Next, a qualitative phenomenological case study is shared that explores three teacher’s CRT practices, their students’ perceptions of these practices, and students’ strategy use within the same elementary school. The study, which was conducted in a large, diverse school in the Midwest utilized the Culturally Responsive Teacher Self-Efficacy Scale (Siwatuet al., 2015) and teacher and student interviews in order to explore the phenomenon at study. Results from the study revealed that CRT is a multifaceted phenomenon and even within classrooms where CRT practices are prevalent, how these practices are perceived often differ from student to student due to various factors (i.e., students’ purpose or goal, immigration experience, time in host country, or English language proficiency) and this has a reciprocal impact on their strategy use. Last, based on the theoretical model presented, educators are provided with a ready-to-use display that includes practices to support students’ cultural, academic, and psychological well-being.