Student engagement is more than attentiveness during instruction; it is the bedrock of making sense of knowledge materializing within classrooms. Yet, teachers in Texas are finding it daunting to amass engagement among Black students returning to in-person learning amid COVID-19. Challenges catalyzed by COVID-19 discriminatory practices emerging through systemic and structural racism had a direct impact on engagement within educational institutions. The purpose of this qualitative narrative study was to explore stories shared by Texas elementary teachers regarding ways they adapt their instruction to re-engage Black students given the discriminatory practices exacerbated during COVID-19. The researcher derived data from seven individual semi-structured interviews and an artifact analysis. A researcher's journal was maintained for ongoing reflection and data collection. Three themes emerged from the data analysis: (a) Disrupted Learning, (b) Barriers to Engagement, and (c) Teacher Strategies. Findings will help address the disparities and inequities that exist in educating students of color. The accounts shared by Texas elementary teachers presented a broader understanding of instructional practices that galvanize Black students and successively improve classroom engagement. Two overarching research questions guided this study: (a) How do Texas elementary teachers describe how they foster cognitive, behavioral, and/or emotional engagement for Black students during post COVID-19 pandemic instruction, if at all? and (b) Given the discriminatory practices exacerbated during the COVID-19 pandemic, what stories do Texas elementary teachers share about the ways they adapt their instruction to re-engage Black students? [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.]