This systematic review examines the effectiveness of culturally responsive teaching (CRT) and multilingual support programs in advancing student success in U.S. higher education. As the student population becomes increasingly diverse, institutions face the challenge of providing inclusive educational experiences that accommodate students from varied cultural and linguistic backgrounds. CRT, which emphasizes inclusive pedagogy, cultural competence, and critical consciousness, has been shown to improve student engagement, retention, and academic performance. Similarly, multilingual support programs, including English as a Second Language (ESL) programs, language assistance services, and translation support, play a critical role in ensuring equitable access to academic resources for non-native English speakers. The review synthesizes studies from diverse sources, focusing on the impact of CRT and multilingual support on academic achievement, student retention, and overall educational outcomes. Key challenges in implementing these programs are discussed, including resource constraints, faculty preparedness, and institutional support. Additionally, the review highlights the intersectionality of CRT and multilingual support, underscoring the potential for integrated approaches that can better address the needs of culturally and linguistically diverse students. By analyzing existing best practices, the review provides evidence-based recommendations for educators, administrators, and policymakers on strategies to enhance the effectiveness of these programs. It also identifies areas for future research, particularly in understanding the long-term impact of CRT and multilingual support on student success, and the role of technology in advancing these initiatives. The findings emphasize the importance of systemic changes within higher education institutions to create an inclusive environment that fosters the success of all students, regardless of their cultural or linguistic backgrounds.