In this study, the author seeks to understand how Black teacher-coaches (BTCs) use their athletic experiences and athlete activism to inform pedagogy in social studies courses for Black students. Using critical race theory along with BlackCrit for theoretical framing and narrative inquiry data collection methods, the author engaged in thematic analysis to find common themes. Findings indicate that Black social studies teacher-coaches sought to utilize their own athletic experiences to reverse students’ feelings of being underprivileged and underserved, restore truth by creating Black history electives as an actionary approach, equate Black athlete activism to civic engagement as civic responsibility for resistance, and transition from the third pedagogical space of nontraditional learning to spaces of fugitivity. Based on the findings of this study, the author has included a discussion and implications for K-12 school districts, teacher education programs, and future research.