Th e overall goal of classroom management is to minimize disruption so that teachers can teach and students can learn; a well managed classroom is traditionally defi ned as an orderly environment that facilitates student engagement (Emmer & Stough, 2001; Marzano, Marzano, & Pickering, 2003). Establishing an “orderly environment” can pose challenges in multicultural classrooms, since the term seems to imply that all individuals populating the environment share a common understanding of what constitutes order and how it is maintained through individual action. Similarly, “student engagement” assumes positive and trusting peer as well as student-teacher relationships and a common understanding of what it means to be on-task and academically engaged. An emerging body of literature focuses on addressing these challenges by merging the principles of classroom management with the principles of cultural responsiveness.