This chapter examines culturally sustaining pedagogical (CSP) strategies for creating inclusive robotics education programs that honor diverse student identities while building technical competencies. By integrating culturally relevant children’s literature featuring diverse STEM pioneers and collaborative learning structures, the chapter demonstrates how robotics programs can move beyond traditional monolingual/monocultural approaches. The framework presented centers on sustaining students’ cultural and linguistic assets while providing access to dominant STEM competencies, particularly for racially and linguistically diverse learners who have historically been underserved by conventional STEM education.