There is a large corpus of literature that not only speaks to the nature and qualities of Black women teachers, but that further disrupts the way these educators have been historically located at the margins of "education," by highlighting their political and culturally relevant/responsive approaches (Ladson-Billings, 1992/1994/2000; Gay, 2000; Beauboeuf-Lafontant, 1997/1999/2002; Irvine, 1989/1990/2003; Irvine & Hill, 1990; Collins, 2000; Siddle Walker, 1996/2005; Dixson, 2002/2005; Dingus, 2003, among others). This work, that looks at the larger political movement of Black women teachers, comes at a time when researchers are beginning to better blur the traditional boundaries that defined "center" and "margin" for educators. In this piece Fasching-Varner presents vignettes that describe the pedagogy of Black female teachers whom educated him, showing how they each have embodied various aspects of Respect as has been (re)defined by Lawrence-Lightfoot (2000/2001), and how that pedagogy informed his own work with students, particularly African American and Latino/a students.