Black Caribbean immigrant women teachers perceive and interact with African American students on multiple levels. This article highlights how the Black Caribbean immigrant teachers' perceptions of schooling in the United States echo the perspectives of African Americans; how the participants' actions and goals as teachers mirror the recommendations of teachers of successful African American students; and, despite these commonalities, how contradictions and tensions within the participants' narratives reflect their ambiguous positioning and identities within and outside the African American community of identity. This article does much to highlight the socially constructed nature of identity and teaching.