In this research, the authors began by identifying 30 K-12, college, university, and community educators who they considered to be doing anti-racist, critical multicultural work. They then chose 10 of these educators to interview in depth about their journeys to developing identities as anti-racist critical multicultural educators. The authors also wanted to find out how they had actively developed strategies to reshape their cultural scripts when necessary to meet their anti-racist critical multicultural goals. After transcribing the interviews, the authors used discourse analysis to identify the strategies, both individual and collaborative, that these educators used to sustain their identities and practices on the margins of the dominant educational system. (Contains 2 notes.)