The growing significance of Culturally Relevant Pedagogy has transformed how educators taught students coming from historically marginalized backgrounds. However, academic spaces such as physical education have not universally introduced this pedagogical model and identified how to cultivate culturally relevant physical education, due to the perceived asocial and apolitical nature of physical education. As a result, this research study undertook a case study methodology utilizing the CRIOP framework and observing three levels of physical education teachers (elementary, middle and high school). I analyzed culturally responsive and non-culturally responsive practices within physical education to provide recommendations for P.E. teachers about how to best leverage CRP within physical education. This study concluded that the elementary school P.E. teacher was most effective in incorporating culturally responsive practices within their lessons, as they consistently differentiated their patterns of instruction to meet students’ needs and set high expectations for all their students. On the contrary, the middle school and high school teachers demonstrated an inability to meet their students' needs, and set low expectations for their students, which led to low levels of engagement and disruptive behavior from students. These findings serve as impetus to further investigate physical education from a culturally relevant lens and to work towards providing universal recommendations to future P.E. teachers about developing their curriculum to best meet their students’ needs from a CRP perspective.