"It's Better This Way" examined the cultural relevance of an educator's Hip-Hop identity for Black students enrolled within an occupational therapy program at a historically Black university. Furthermore, this study explored if Black students and alumni of the occupational therapy program felt empowered by the exhibition of the educator's Hip-Hop identity within the classroom and post-graduation. Critical self-reflection and reflexivity facilitated the exploration of the educator's Hip-Hop identity. Mindfulness served as a guide for exploration that assisted the researcher in acknowledging the self while considering social, cultural, and political phenomena. As an autoethnographic study, data collected included auto-internal data consisting of self-reflective journals, descriptive field notes, and picture artifacts. Ethnographic-external data included a focus group interview. Participants of the study involved the researcher, students, and recent alumni of the occupational therapy program. NVivo 12 assisted with the organization of data and data analysis. Findings from data analysis and thematic sense-making revealed two conclusions: the educator's Hip-Hop identity was culturally relevant for Black students within the occupational therapy classroom, and the consistent demonstration of the educator's Hip-Hop identity caused Black students to feel empowered while enrolled and as professional occupational therapists. The findings of this study addressed the necessity for consideration of culturally relevant pedagogy that include an educator's Hip-Hop identity as instructional practice for Black students within an occupational therapy program. [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.]