Culturally responsive pedagogy (CRP) is developed based on cultural knowledge, the experiences of not just students but also teachers from different ethnic backgrounds , their references and performances in learning and teaching. The present case study examines the experiences of Visual Arts Education teachers in a public school in Malaysia with the aim of identifying and understanding their perception of culturally responsive teaching. Findings showed that the teachers empathised towards cultural differences, and believed that professional training for young teachers may help in creating more culturally tolerant students.