Some music teachers have attempted to become more responsive to students' interests, however, there remains a persistent gap between the music students enjoy outside the classroom and the genres privileged in school music education programs (Adorno, 2025; Ripani, 2022). As K-12 educators attempt to include more student identities in the classroom, Lind and McKoy (2023) offered a framework of culturally responsive pedagogy (CRP). Concurrently, Modern Band (MB), a stream of music education, is frequently promoted as a pathway for teachers to be responsive to their students’ musical preferences, identities, and cultures (Music Will, n.d.). However, music education scholars suggested investigation into the repertoire taught and how the repertoire is selected (Knapp et al., 2022). In response to the theme of Unity in Music Education: Building Bridges for All, the aim of this study is to investigate what genres are being performed and the process of repertoire selection in K-12 MB classrooms through the framework of CRP.In Culturally Responsive Pedagogy (CRP), students’ cultural knowledge and practices are seen as assets for rigorous learning and sociopolitical consciousness (Gay, 2002). Music education scholars have previously discussed MB as a vehicle for culturally responsive learning that coexists with traditional ensembles (Powell, 2021; Powell, 2023). The aim of citizenship and social change is brought to fruition by teachers valuing musicianship and identity, partially through the repertoire selection processes in MB classrooms and repertoire is potentially an entry point for teachers to use CRP practices in MB settings.This study will use an explanatory sequential mixed-methods design using the participant-selection model (Creswell & Plano Clark, 2011). A national survey of K-12 modern band teachers (quantitative phase) will be followed by a case study (qualitative phase) to explain key quantitative findings. The qualitative data from the interviews will be coded using a-priori themes of culturally responsive pedagogy. Data collection is ongoing, and results will be ready for presentation by Summer of 2026. The possible implications include understanding processes and approach to selecting repertoire and genres that are more representative of students’ musical lives outside of school. This could inform in- and pre-service music teachers to a method of culturally responsive repertoire selection. Finally, this research hopes to begin a line of work on understanding how modern band might provide pathways for CRP through other spaces of the music classroom such as curriculum and pedagogy.