This research explored the self-efficacy and expectations of outcomes for English Grade 10 high school teachers in implementing Culturally Responsive Teaching (CRT). It examined teachers’ confidence levels in various CRT dimensions, including reflecting on cultural lenses, addressing biases, integrating students’ cultural backgrounds, and fostering respect for differences. The study also investigated outcomes’ expectations related to student engagement through relevant activities, authentic assessments, and outcome-based teaching. Statistical analyses revealed that while teachers generally exhibit high self-efficacy and positive expectations, significant differences arise based on the number of CRT seminars attended and teachers’ age. Additionally, thematic analysis identified professional development, cultural familiarity, and institutional support as key factors influencing CRT implementation. Challenges such as limited training, cultural diversity, and resource constraints were also highlighted. The study emphasizes the need for targeted training programs and continuous professional development to enhance teachers’ CRT competencies and promote inclusive educational practices.