The purpose of this research was to gain understanding and awareness of the perspectives of Black teachers who were raised in Africana Vernacular English (AVE)-speaking households and how they used their upbringing to navigate home and school settings. The specific linguistic and cultural needs of AVE speakers are not being adequately accommodated in the nation's schools. Unfortunately, there is a widespread lack of awareness among teachers about the ways in which the racial, linguistic, and cultural identities of Black students influence their academic performance. This research involved analyzing Black AVE-speaking teachers' attitudes on the significance of their language to their identity and culture. To gain an understanding of how Black AVE-speaking teachers process their lived experiences of navigating home and school, I analyzed narratives presented by these teachers. Conducting one on-one interviews with participants and analyzing their personal narratives using a qualitative research approach were the two most crucial parts of the data collection process. To raise awareness of the absence of AVE in schooling and the need to disrupt linguistic injustice, I used Critical Race Theory (CRT) to frame my research and illuminate the ways in which anti-Black linguistic racism has deep roots in institutionalized educational practices. Using CRT as a theoretical framework, I designed my research to gain a deeper understanding and awareness of these oppressive and marginalizing processes and then advocate for systemic transformation. [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.]