This study examines the perceptions, practices, and challenges faced by Indonesian preservice English teachers in implementing Culturally Responsive Teaching (CRT) in
English Language Teaching (ELT), drawing on Gay’s (2010) framework. Employing a qualitative case study design, data were collected from five postgraduate preservice teachers
through classroom observations, pre- and post-observation interviews, and reflective writing, and were analyzed thematically. Findings indicate that participants perceived CRT as a meaningful and empowering pedagogy that affirms learners’ cultural identities, enhances engagement, and contextualizes instruction. Implementation strategies included integrating local and youth cultures into lessons and leveraging technology for student centered learning. However, participants also faced key challenges: limited conceptual grounding in CRT, disconnects between curriculum policy and classroom realities, scarcity of relevant materials, and a theory–practice gap. As a result, culturally responsive efforts were evident but partial and constrained by structural and institutional factors. These
findings reveal a recognition–implementation gap, pointing to the need for more robust CRT training in teacher education, alignment between policy and pedagogy, and development of localized teaching resources. This study contributes to global conversations on CRT in multilingual settings and offers insights for advancing inclusive, culturally relevant ELT practices in Indonesia.