An educational debt exists for Black and Latinx students with and without IEPs. This debt extends to underrepresentation in curricula and overrepresentation in special education. Identity representation in English Language Arts curricula offers promise to counter this existing educational debt as well as overrepresentation. This qualitative study explored the ways in which secondary ELA teachers working with Black and Latinx students with and without IEPs consider identity representation in their curriculum choices amidst state curriculum bans. Interviews were conducted with n = 12 teachers working with Black and Latinx students in inclusive settings in a state with curriculum bans. A four-level coding analysis yielded three thematic categories: (1) Centering students in curriculum and instructional decisions; (2) Teaching amidst district oversight at a high stakes accountability school; and (3) Articulating a hyperfocus on testing. Implications for research and policy navigation and recommendations for further study are enclosed. [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.]