This is the story of six teachers who share their life experiences and stories regarding their family social class backgrounds and histories. Grounded in the traditions of qualitative narrative research and expressed through active interviewing, this dissertation reflects the voices of the participants as well as the researcher. Using a theoretical framework based upon critical pedagogy, this work examines the idea that teachers conceptualize and discuss dominant discourses regarding class division and social class issues within the African American community and classrooms. It is the critical discussion of discourse which will allow teachers to make meaning of new connections between knowledge and power.