This action research study investigates the relationship between culturally responsive teaching and the impact on student engagement. For six weeks, the researcher implemented culturally responsive teaching strategies in a virtual first-grade classroom. The participants included fourteen six- and seven-year-olds who attended public school in Northern Virginia. The instruction was completed in a virtual setting due to the COVID-19 pandemic. At the start and conclusion of the study, students were given a survey to measure the class climate. Student engagement was observed daily and documented on a weekly observation tally sheet. The study found that implementing culturally responsive teaching in the classroom improved student engagement and built a positive class culture. The researcher recommends further studies on culturally responsive implementation in a physical classroom across multiple grade levels to validate the study results.