This qualitative study is grounded in Critical Race Theory (CRT) in education and conceptualizes the experiences of Teachers of Color who practice critical pedagogy through the use of Community Cultural Wealth (Freire, 1993; Shor, 1987; Stefancic, 2012; Yosso & Solorzano, 2002; Yosso, 2005). The purpose of this study is to understand the pedagogical beliefs and assumptions of Teachers of Color who employ critical pedagogy in the U.S. history classroom. This study focused on understanding the unique experiences of teachers that teach beyond the standards. Specifically, this study aimed to unearth the ways in which teachers navigate the implementation of "Common Core" and the "History-Social Science Framework for California Public Schools." Both Critical Race Theory and Community Cultural Wealth were used to guide the research and analysis in this study (Stefancic, 2012; Yosso & Solorzano, 2002; Yosso, 2005). Participants were selected through purposeful sampling (Creswell, 2013). Each of the participants is (a) a history teacher in California, (b) credentialed via a state approved program, (c) currently teaches U.S. History, (d) identifies as a Teacher of Color, (e) uses critical pedagogy within his or her classroom. The researcher conducted in-depth semi-structured interviews with each of the participants. All data was analyzed using the constant comparative method in order to allow for emerging themes to develop through an inductive process (Corbin & Strauss, 1990). By exploring their personal stories, the teachers in this study were able to provide insight into practices for equity in the U.S. History classroom. As a result, findings from this study established the "Tenets for Equity" within the emergent themes of Identity, Accountability and Social Justice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]