The students who suffer the most from the lack of equity in assessment by using inappropriate assessment techniques are those from Historically Marginalized Groups (Koelsch et al., 1995; Marion et al., 2020; Penuel & Watkins, 2020). The theory of justice, (Freire, 1993; Rawls, 1971) provided the lens to examine how the institution of schools, through classroom assessment, can improve equity in education for all students, especially those from Historically Marginalized Groups. This case study examined the experiences of middle school teachers' assessment practices to determine how teachers trained in Culturally Responsive Teaching (CRT) utilized their training to practice equitable assessment. Four themes emerged from a series of semi-structured real-world interviews a heightened awareness of student identities, student-centered assessments, teacher frustrations, and a desire for additional support. [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.]