Equitable education for all students is an enduring issue in public schools, especially for schools serving marginalized students living in poverty. Providing equitable educational opportunities to students in their K-12 careers increases the likelihood that historically marginalized populations will improve their social mobility and increase post-high school opportunities. This study examined the dispositions and practices of teachers who effectively teach historically marginalized populations. This study aimed to determine how Hope and Caring manifest in teachers who effectively promote rigorous learning and engagement for historically marginalized students. The following questions guided this study: (1) How do hope and caring manifest in teachers' work? (2) What lived experiences have prompted teachers to exhibit hopeful and caring dispositions? (3) How do hopeful and caring teachers resist the dehumanizing effects of teacher accountability based on high-stakes testing? Using portraiture methodology, the data for this study was collected through an interview with each participant and many hours of classroom observations. The study participants were two secondary teachers and their individual stories and experiences were captured in portraits. The findings of this study revealed that teachers must have the disposition and the pedagogical knowledge to go beyond the technical aspects of teaching to create humanistic, safe environments conducive to students' learning. First, teachers must have the political clarity to understand the systemic links between schools and society that substantially impact students' success or failure. The participants' political clarity was the foundation on how they created humanizing learning environments. Second, teachers must understand their identity to effectively teach marginalized students. In doing so, they are better equipped to teach their students how to navigate dehumanizing school practices and society. Lastly, the participants' main priority was building relationships with students and creating a classroom community that included honoring students' voices. They created a classroom community where students felt valued, seen, and heard. [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.]