The purpose of this study is to find components that support culturally responsive teaching based on research conducted in English class 7-C at MTsN 2 Kutai Kartanegara. The design of this study was a qualitative research because the researcher utilized verbal data spoken by research subject without calculating numbers. This type of research is qualitative and the method the researcher uses was thematic analysis. The first step that the researcher took was an familiarization to the research subject who was none other than the English teacher for grade seven at MTsN Kutai Kartanegara. Before conducting the research, the teacher explained to the researcher that she used traditional methods to teach students, namely teacher-centered because the students were seventh graders who had just graduated from elementary school and unfortunately not all elementary schools had suffice facilities to receiving appropriate English lessons, which makes some students unable to achieve the expected English language skills. Apart from that, researchers also realized that students in class 7-C came from different backgrounds, especially ethnicity, the language they spoke with their families, and the different mind set that were embedded in them. So teacher are expected to be able to embrace these differences so that students can receive lessons appropriately. The data were collected through observation in class 7-C of MTsN 2 Kota Bangun by using camera phone as recording device. Then the results of the research are transcribed into text so that researchers can determine coding and themes. After obtained the data through observation, researcher found that teacher utilize three components of CRT, namely language, belief and custom –to gained students sympathies also to understand them. And those three components are proven to work well in delivering lessons smoothly.