Research indicates that when teachers fail to recognize and appreciate their student's potential, they often overlook their existing knowledge bases, leading to significant academic challenges for mathematics students. This study examined the perceptions, competencies, and practices of culturally responsive pedagogy (CRP) among mathematics teachers in upper primary and middle schools in the North Wollo Zone of the Amhara Region -Ethiopia. It also evaluated how various demographic characteristics of the teachers influenced their perceptions, competencies, and implementation of CRP. Additionally, the study aimed to identify how demographic and professional attributes predict the practical application of CRP in mathematics instruction. The study utilized the convergent parallel mixed research design and involved mathematics teachers, students, principals, and heads of mathematics departments as participants. Data was collected through surveys, classroom observations, document analysis, and interviews, which were analyzed quantitatively and qualitatively. The findings revealed that upper primary and middle school mathematics teachers strongly valued the importance of CRP; however, their capability to execute CRP strategies was assessed as moderate. Moreover, the practice of CRP tended to improve with increased years of teaching experience. The results further indicated that teachers' years of teaching experience and competencies significantly predicted their CRP practices. Despite the positive perceptions, the study identified various challenges that hindered the effective implementation of CRP in mathematics education. Overall, the research contributes valuable insights into understanding culturally responsive pedagogy in the context of mathematics teaching in North Wollo Zone, Ethiopia. It underscores the need for ongoing professional development and support to enhance teachers' capabilities, particularly in light of the correlation between teaching experience and effective CRP practices. It also emphasizes the importance of addressing existing challenges to foster better academic outcomes for mathematics students.