<p>Current culturally responsive teaching (CRT) practices for Asian American K-12 students in the United States are under-researched in terms of their ability to improve students’ academic performance and social-emotional well-being. This study systematically reviewed the research on CRT and socioemotional interventions for Asian American K-12 students over the past decade to explore how these teaching practices can effectively promote students’ positive academic experiences, socioemotional development, and joy. Eight studies met the inclusion criteria. The review found that existing research methods were relatively limited and that sample sizes were generally small. The evidence included in the literature is limited and insufficient to fully prove the effectiveness of relevant intervention measures. Therefore, this review concludes that more rigorous and diversified methodological research is urgently needed to provide a more solid empirical basis for implementing CRT with Asian American K-12 students.</p>