There are more African-American students in prison schools than any other ethnic group, reinforcing the widespread perception that public schools have failed them. Too often fear, suspicion, and distrust prevent individuals of different racial or ethnic backgrounds from having honest discussions with their teachers. Teachers should not ignore the ethnicity and race of their students, but rather familiarize themselves with their distinctive cultural attributes and build upon those attributes in their teaching methods. A framework for culturally responsive teaching consists of the following four motivational components: creating a learning atmosphere in which students and teachers feel respected by and connected to one another; creating a favorable disposition toward the learning experience through personal relevance and choice; creating challenging, thoughtful learning experiences that include student perspectives and values; and creating an understanding that students are effective in learning something they value. The best place to expand diversity education through individualized research projects is the library. In prisons and jails, there is always a significant potential for a meaningful school-library partnership. The incentive for the student to use the library is to discover the distinctiveness of his/her own cultural background. The checklist for a library-driven diversity project contains these components: planning within the school, coordination with the library, checking with supervisors, coordinating security concerns, and implementation. In discussing the benefits of using the library to enhance diversity education, this article addresses benefits to the student, the education staff, the library staff, the facility, and society.