Faculty teaching students in communication sciences and disorders to engage in evidence-based practice (EBP) must consciously work to overcome the lack of considerations for cultural and linguistic differences. Much of the literature on evidence-based treatment approaches fails to address contextual aspects of cultural-linguistic diversity or actively excludes non-white speakers of languages and dialects that are not White Mainstream American English from studies and analyses to maintain homogeneity. Cultural adaptation frameworks developed in the fields of education and psychology can provide guidance for integrating culturally responsive frameworks, tools, and strategies with EBP pedagogy. This paper provides the reader with an overview of relevant research on how cultural adaptation of evidence-based interventions is defined and how it can lead to culturally responsive, relevant, and sustaining teaching of EBP processes and procedures.