The purpose of this study was to use critical race theory with a narrative inquiry approach to explore the experiences and perceptions of six successful Black elementary Title I teachers who educate Black students living in poverty (BSLP). Teacher participants were asked to share narrative stories about their lived experiences educating BSLP, their experiences and perceptions of race, racism, and poverty, and ways these experiences and perceptions informed instructional practices they use to increase achievement and close achievement gaps among BSLP. Semi-structured interviews were conducted using Seidman’s three-interview series. After interviews were recorded and transcribed, they were analyzed and coded using in vivo, values, and pattern coding to generate categories and themes. In addition to interviews, lesson plans and parent newsletters were coded as additional data to support findings. Narrative profiles were used to present teacher participants’ stories of their lived experiences. Nine themes were organized under three headings related to teacher practices. Three themes were on practices related to race and racism: preparing students for life outside of the classroom/school, treating students like they are your own children, and embracing students’ culture through Black history in education. Three themes were on practices related to race and poverty: being warm demanders, treating parents as allies, and wanting to teach Black students living in poverty. Three themes were on effective instructional practices for BSLP: making learning active and fun, using small group instruction, and making reading instruction meaningful and relevant. Characteristics of culturally responsive teaching were evident in many of the practices identified through the themes. Keywords: Narrative profiles, critical race theory, Black students living in poverty, in vivo coding, values coding