Historically, Black educators have played a critical role in Black youth's well-being. Consequently, they are often assumed to "naturally" engage culturally relevant pedagogy (CRP), obscuring the diverse ways Black individuals identify, think, and behave regarding race and culture. This psychological survey study examines in-service Black educators' (N = 238) multidimensional racial identity attitudes, background sociodemographics, and education contexts (postsecondary and current/teaching) in relation to their varied enactments of three CRP domains ("African American Curriculum, Culturally Relevant Teaching, Sociopolitical Commitment"). Results show CRP variation across individuals according to their racial identity attitudes, backgrounds, and contexts. The resulting conceptual framework advances research and discourse on teacher race by challenging homogenizing, detrimental narratives. Findings have important implications for teacher workforce diversification, training, and retention.