This dissertation explored the topic of double segregation in Georgia public schools, a trend in which racial and economic divisions reinforce one another within communities and schools. This phenomenon of double segregation has impacted student literacy among traditionally marginalized and economically disadvantaged groups. My qualitative study aimed to address a significant gap in the existing literature by documenting the lived experiences of educators within these doubly segregated environments. By bringing their educators’ narratives to light, this study aimed to heighten awareness and empathy among policymakers and inspire integration plans that could make education more equitable for all students. By investigating the stories of teachers with a Critical Race Theory Lens, I aimed to highlight the systemic inequities affecting oppressed groups in Georgia public schools. I examined research questions involving educators’ experiences in integrated and segregated school environments and their perceptions of literacy and school culture. As I used the narrative inquiry design to collect data via interviews with nine educators across Georgia, I ensured that each participant reflected schools that differed in racial and economic composition and represented a diversity of racial, age, and gender profiles. By diversifying my sample, I sought to offer a range of educator perspectives. Three major themes emerged from my thematic analysis of participant narratives: economic inequality creates barriers to student literacy, holistic teaching practices improve student outcomes, and teacher burnout is a pervasive issue. My findings stressed the need for policy interventions to address double segregation and its impact on literacy.