This is a qualitative study about how teachers in high-poverty secondary schools adapt their teaching to be more equity-centered. The participants were 10 teachers from the DC Metro Area, who represent a variety of content areas, including social studies, English language arts, science, foreign language, and special education. All of the participants taught at schools with moderate to high levels of poverty. This study used a multiple case study approach, collecting data from surveys, interviews, and curricular artifacts. During the interview process, each participant described the following: their personal conception of equity, the source of their equity-centered teaching goals, the challenges they faced in their school, and the ways in which they adapted their curriculum and instruction to create more equitable opportunities for students. Qualitative analysis used coding to identify themes to help make sense of the data. The results describe how these 10 teachers used a variety of curricular and pedagogical adaptations to pursue equity-related goals. Many of the teacher participants were already implementing literature-supported best practices, such as building respect, responding to poverty, and differentiating curriculum materials based on student needs. When the teachers were asked to describe unexpected challenges they faced in their school, the majority of responses were related to interpersonal conflicts with administrators and other teachers. The 10 teacher voices presented in this study will help teacher educators and pre-service and in-service teachers to think about how they can adapt their own teaching to be more equity-centered. [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.]