Given ninth-grade teachers' reported self-efficacy in utilizing a culturally responsive teaching pedagogy, this quantitative study examined ninth-grade African American students' and other ninth-grade students identified as Black not African American perception of the impact of exposure to culturally responsive teachers relative to students' sense of belonging, classroom behaviors, and perception of the learning environment. Completion of a 100-point rating scale was the basis for assessing ninth-grade teachers' self-efficacy in utilizing a culturally responsive pedagogy and ninth-grade students' perceptions of its utilization and impact. Cronbach's alpha calculations indicated high inter-item reliability across all dimensions for the teacher survey (.89 to .92) and the student survey (.89 to .96). Descriptive statistics were obtained for the three underlying constructs on each instrument in determining variability of ratings and ratings distribution in order to create student group comparisons based upon student placement according to teachers being ranked within a low, middle, high group continuum of competency. The statistical assumptions of normality and homogeneity of variance were assessed and the results presented. Hypotheses were tested by comparing three groups of students, based on their teacher's sense of belonging, classroom behaviors, and learning environment rank, with regard to students' own mean ratings for each dimension. One-way analysis of variance (ANOVA) was used to determine whether or not significant differences existed between the three groups with regard to their mean scale scores on each dimension. Statistical significance was determined by an alpha ≤ .05. Data is represented in tables and figures. Findings were inconclusive but formed the basis of recommendations for future research and recommendations for practice.