This study examines the attitudes of eight white teachers, plus the principle investigator, who characterize themselves as anti-racist and what experiences contributed to the development of those attitudes. The analysis reviewed present teacher education courses and cited research about alternative programs and at-risk students. The driving force of teaching is engagement and not what the state or education school mandates. Engaged pedagogy includes: (1) cultural relevancy; (2) teacher reflection; (3) a pedagogy of hope; and (4) teachers as researchers (and curricularists). The study also raises the questions about current dilemmas related to curriculum changes and risk-taking to develop student engagement. (EH)