There is both a longstanding legacy of white supremacy in education, and a plethora of resistance movements to white supremacy. Correspondingly, there are scores of teachers who uphold white supremacy at the classroom level (through curriculums, pedagogies, behavior policies, procedures, and more), and many who work to challenge and critically interrogate racism in their classrooms. Yet, despite the wealth of scholarship that has, for decades, worked to critically challenge and uproot racism in schools (see Delpit, 1988; Ladson-Billings, 1995; Love, 2019; Lynn & Parker, 2006), and despite the fact that there are surely teachers who undertake this work (as evidenced in the scholarship), there is still less that is known about who these critical teachers are and how they arrived at this place of being/becoming educators who engage in antiracist practices. As such, this grounded theory study adds to the scholarship on antiracist education by exploring, through questionnaires and interviews, the contexts, negotiations, and motivations of in-service teachers who are enacting, or attempting to enact, antiracist praxis. Through this data, a diversity of tactics is revealed in the various ways teachers have come into antiracist praxis, and in what their praxis actually looks like. Critical race theory, critical whiteness studies, and abolitionist teaching (Love, 2019) are used as the theoretical frameworks for evaluating and scrutinizing the role of white supremacy in the contexts of the work that the participants are engaged in. Understanding how antiracist teachers arrived at their practice, and what barriers they have had to face, and continue to face, will add to the scholarship in teacher education as we seek to more effectively prepare and sustain teachers to be able to teach in the face of a white supremacist system. Likewise, there will be important implications for understanding what type of professional development for in-service teachers will effectively engage teachers in working to critically interrogate racism. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]