Equitable instructional practices are vital to closing the educational achievement gap for African American students. However, there is a gap in research on understanding the lived experiences of educators and the ability to provide equity instruction to African American students. The impact of equitable instructional practices and the role of educators are critical to this research. In this study, a qualitative phenomenological approach was used to investigate how equitable instructional practices impact African American students' learning in urban schools. Three research questions reflecting equitable practices, teacher biases, and self-efficacy concerns were addressed. Data were collected from 21 middle school teachers who completed a survey and six middle school teachers who participated in a structured focus group. Data from the survey and focus group were coded and themed to describe the participants' lived experiences while providing equitable instructional practices. The data revealed that the participants did provide equitable instruction. They were aware of their biases and efficacy issues. The educators used multiple strategies to address equity, biases, and efficacy. The educators' lived experiences were captured from their active participation in this study. Recommendations include improving equitable instructional practices by engaging students, parents, and other stakeholders. Additionally, this study highlights the potential use of a researcher-developed equity and inclusive pedagogy framework to close the educational gap and build confidence for educators and students. [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.]