This study investigates equitable practices used by a Teach For America (TFA) corps member (CM) in her second year of teaching low income, minority students. This study's conceptual framework is based on a contemporary conceptualization of equity pedagogy that includes: (a) tools of power and access (Delpit, 1988); (b) culturally relevant instructional practices (Hollins, 2008); (c) supportive learning environments (Hollins, 2008); and (d) critical pedagogy (McLaren, 1989). In this study, "equity pedagogy" refers to the application of knowledge about the learner, learning, and subject matter in ways that connect with and build upon the students' personal experiences and prior academic and informal learning, thus providing equitable access to classroom learning for previously underserved students. This study investigates the instructional and curricular practices of one second year Teach For America corps member. Using a case study design, data from participant interviews, classroom observations, and planning session observations were analyzed and coded for instances of contemporary conceptualizations of equity pedagogy and for school site factors impeding the full implementation of equity pedagogy. Recommendations for teacher education and support programs are based on a sociocultural perspective of learning and include mentoring, peer collaboration, and developing a cultural knowledge base. This study raises critical questions about the recruitment, selection, and training practice of the Teach For America program and introduces recommendations for further research. [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.]