Evidence-based teaching strategies (EBTs) have become increasingly popular among practitioners looking to create classroom communities that provide supportive and rigorous learning environments for students of color. The practices have been linked to positive academic outcomes (such as higher grades and better retention). Research on EBTs have rarely addressed the social factors that affect the outcomes of students of color, and equity-minded practitioners must be vigilant in ensuring that these practices truly serve their students' needs. In this brief, the authors identify the areas where research on EBTs lacks a critical, equity-minded orientation and offer suggestions on how future research can utilize an equity-first mindset. The authors present strategies that can be used by practitioners who hope to orient EBTs towards creating equitable learning environments for their Black, Latinx, and Indigenous students and other underserved populations. [Originally published on May 16, 2022, updated on December 2, 2022.]