Culturally Compatible room Culturally Compatible room I is a federal education program in the US which sees schools with a large number of low-income students receive funds from the government. Most title I schools contain a large population of diverse students. This diversity affects many aspects such as race, cultural orientation and intellectual ability. Instructional leadership has to do with the actions taken by principals, or delegated to others, so as to promote and foster growth and development in student learning. Instructional leaders in title I schools have the responsibility of creating classrooms that a culturally compatible. Instructional leaders can create culturally compatible classrooms by understanding how students’ motivation to learn is influenced by culture. If instructional leaders are able to know the role that culture plays in creating motivation, they can respect the various cultures of different students in the classroom. They can also incorporate the different cultures of different students in teaching and learning activities. By doing this, no cultures will be favored, and no cultures will be looked down upon. When students feel that their cultures are respected and incorporated in their teaching and learning activities, they will be more motivated to learn. Instructional leaders can also make it their duty to understand the cultural backgrounds of all students in the classroom. For example, in most title I schools in America, instructional leaders can focus on understanding the backgrounds of Asian American cultures, Mexican American cultures, American Indian cultures and African American cultures among others. By understanding the cultural background of each student in a classroom, instructional leaders can ensure that culture is used as the backdrop of learning and teaching. By doing this, students can be taught how to appreciate the cultures of other students, thus creating a classroom that is culturally compatible. Instructional leaders can also create culturally compatible classrooms by conducting teaching that is culturally relevant. This can also be supported by developing classrooms that are bilingual and focusing on creating culturally responsive classroom environments. The curriculum should also be made to be culturally responsive so as to ensure that classrooms are culturally compatible. Instructional leaders can finally ensure that instructional strategies are culturally responsive and connected.