The purpose of this study was to determine the epistemological frameworks of special educators deemed to be culturally competent by their peers. In this multiple case study, the researcher followed three teachers to understand how these teachers to understand how background environment and personal epistemology worked together to influence the engagement of diverse students in their classrooms. Data were collected through classroom interviews and semi-structured and formal interviews with the selected teachers. Trustworthiness was ensured with prolonged engagement, member checks, use of peer debriefing, and triangulation of data sources. Themes were developed in each case study through review of the data. Each theme was reexamined; themes that contained similarities were then collapsed together. Data were recoded to reflect these new themes, and similar themes were again collapsed until categories began to appear. Four categories were determined within each case. Matrices were produced with the data. These matrices allowed me to better visualize similarities between categorical patterns and led to the collapse of some categories into others. This process continued throughout the interview and observation process until the data were exhausted and repetition began to appear. The "story" of each teacher was created using a summary of observations arranged into "A Day in the Life" as well as thematic discussion. At that point, a cross case analysis was performed. Each teacher possesses aspects of cultural competence and each teacher has developed an epistemology used in teaching; however, the results differ from what was expected. The study illustrates that there are differences in how teachers look at cultural competence and how a teacher may use an epistemological approach in the process of teaching.