Indigenous students are the least empowered students in Taiwan. They struggle with the crises of poverty, discrimination, identity conflict, low achievement, and high drop-out rates. Those problems impose radically different educational, social, and psychological demands on Indigenous students. A solution to the continuing learning problems of Indigenes might be to improve classroom instruction. This book provides a holistic description and interpretation of effective teaching by documenting the beliefs, knowledge, and practices of exemplary educators in various cultural contexts in Taiwan. Such specific and detailed profiles can help teacher educator and school administration direct the changes necessary to improve teachers' practices to achieve cultural diversity. Moreover, this book advances alternative perspectives on the nature and development of expertise in teaching by comparing exemplary practices for minority students in other countries. Such cross-cultural exchange and understanding could ultimately illuminate wider dimensions of effective practices that expand current theories of culturally diverse teaching.