Researchers have consistently investigated Black American learners' academic performances in mathematics from a race-based perspective. Those who adamantly oppose such gap analyses advocate for strength-based studies, where the mathematics brilliances and resiliencies of Black American students are illuminated rather than their perceived limitations. This qualitative study focuses on secondary educators' mathematics teaching practices implemented to promote successful outcomes during the COVID-19 pandemic. The following research question was adapted after data collection and analyses: What mathematics teaching practices did secondary educators implement to foster Black American students' learning during the pandemic? A narrative inquiry was employed as the research design. Two secondary educators from a large urban school system participated in the study. Based on remote classroom observations and interviews, both educators used teaching strategies uncommon of those delineated by the research-informed framework, NCTM's "Principles to Actions'" Effective Mathematics Teaching Practices. Therefore, they fostered successful outcomes by curating learning plans that included direct instruction or annotation, online learning tools, extra tutorial sessions and practice, and a humanistic approach towards teaching. This study is important because it speaks educators' in-the-moment teaching practices for remote mathematics courses during the COVID-19 pandemic, which included perseverance, a willingness to adapt as needed, and a warm demander approach to teaching and learning. Additionally, the findings suggest teachers, teacher educators, and researchers should reevaluate the effectiveness of direct instruction as a mathematics teaching practice because direct instruction may have some benefits for students when they are being taught by mathematically astute educators. [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.]