This paper examines Black Algebra I educators' perceptions of their experiences in a professional learning community, "Algebra I Academy," designed specifically to equip Black Algebra I educators with liberatory pedagogical practices for their instruction with Black students taking Algebra I. Utilizing survey and focus group data from Black Algebra I educators who participated in the Algebra I Academy, findings from this study indicate that the Algebra I Academy had a positive effect on Black Algebra I educators by creating a sense of community with fellow Black Algebra I educators, providing a space for Black Algebra I educators to reimagine who they are as Black math educators, and by offering a collaborative space for Black Algebra I educators to learn and apply new, more liberatory, Algebra I pedagogical practices. More universally, this study highlights the need and value-add of educator learning communities that are racially affinity-based, professional learning spaces that are responsive to the historical and contemporary socio-racial contexts of educators' lives in and outside of schooling, and attentive to the social and emotional, as well as pedagogical, needs of educators.