This qualitative study used a narrative inquiry design to generate a counter-narrative that challenges the negative stereotype commonly assigned to Title I schools and amplifies the voices of the students and teachers who are thriving in those school environments while teaching and learning math. I used a criterion-based purposive sample to select five successful math teachers in a local Title I school. Using Seidman’s (2019) three-phased interview process, I obtained information about their past and present experiences that helped shape their unique, successful teaching styles. A thorough analysis of the data yielded the following three assertions, which confirmed the body of current literature: effective Title I math teachers must (a) build authentic relationships with parents and students; (b) choose to give the students what they need/deserve; and (c) evolve toward a more culturally responsive pedagogical (CRP) way of being. The findings suggest that teachers in Title I schools might see gains like those of the participants in this study by engaging in CRP-based courses and remaining current on the latest educational strategies that have proven helpful for Black and underserved children.