This article offers three case studies of teachers who have been specially prepared to serve diverse students and examines their interpretations and instantiations of No Child Left Behind (NCLB)-driven language arts reform in "underperforming" schools, largely composed of Spanish-speaking English Learners (ELs). Drawing on literature that focuses on unique barriers faced by equity-minded agents of change, teachers' experiences are examined through technical, political, and normative lenses. Findings outline teachers' efforts to "take back the standards" with a Critical Professional Practice--a stance and collection of strategies that incorporate standards-based policies with equity-oriented pedagogies. Implications for equity-minded teaching and teacher education are discussed. (Contains 1 table, 1 figure and 6 notes.)