In this paper, the authors draw on interview and observational data generated with Black teachers at a public high school in the Black Belt to describe resistance. This work is situated in prior theorizing about pedagogies of resistance (Jaramillo and Carreon, 2014; Patel, 2016; Love, 2019; Givens, 2021) to describe how teachers resisted through authenticity and vulnerability, displayed courage in the curriculum, and supported students' development of a self-advocacy practice. The study is further framed with literature about the legacy of Black teachers, Black teachers' practices, and teacher-student relationships.