This qualitative study, limited to only three female participants and bounded by proximity, sought to provide a better understanding of how the social class background of teachers may impact pedagogy. Utilizing Crenshaw's intersectionality of identity lens and Bourdieu's Cultural Reproduction Theory, this research focused on a social constructivist interpretive framework to explore through the use of three in depth semi-structured interviews how the class background of teachers may impact pedagogy. Data gathered from the semi-structured interviews was collected and inductively content analyzed to answer the research question: "How does the class background of teachers from the middle class and working-class/poor impact their pedagogy?" This problem of practice has relevance because many students of poor/working-class backgrounds continue to achieve at much lower levels than their more upper-class peers. Research in academia exists regarding social class as an economic construct and social class as culture; however, there remains a general lack of research involving teachers in K-12 schools exploring pedagogical beliefs and practices related to social class. Several pertinent ideas were revealed through semi-structured interviews with teacher participants. Teachers do have emergent notions of class beyond socioeconomic status but lack the knowledge to identify them as so. Judgements of people from lower social class backgrounds is present for all participants. All participants identify their first recognizable class-based experienced to be in an educational setting. Lastly, the self-identified class background of teacher participants did impact their pedagogical beliefs and practices. Professional development designed to encourage teachers to think reflexively about their class-based assumptions and how they may unknowingly reinforce a negative view of the poor/working class that transmits the hidden curriculum of schools, could have the power to effectively interrupt the negative discourse of the working-class/poor that exists in American society. Instead of reinforcing stereotypes, teachers who are provided with opportunities to explore social class may begin to develop the necessary tools needed to create a more class-sensitive curriculum along with pedagogical practices and beliefs that could encourage students to develop to their full potential. [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.]