A systematically disproportionate amount of Black and Brown students have struggled in their high school (HS) math courses, particularly with inclusion, identity, and academic success. This study came from a humbling journey of what it meant for a math educator to shift toward student-centered pedagogies within a deficit-oriented system of schooling. The purpose of this study was to better understand what transformations urban, HS math educators go through to center students in their teaching and what sorts of experiences support these transformations. Qualitative data were collected from current and previous math educators who served primarily Title I schools, and who (a) used a curriculum focused on student-centered instruction, and (b) self-reported having gone through some transformational pedagogical shift in their educator journey. The data came from open-ended interviews to better understand each educators' complex journey in shifting toward student-centered pedagogies, intentionally or unintentionally. The research findings revealed identity development and relationships with students--specifically antiracist White racial identities, empathy, power dynamics in the math classroom, students' mathematical assets and strengths and complex instruction were important to learning that supported teachers' transformations. Communities that supported this kind of teacher learning included: teacher preparation programs and long-term teacher professional development programs. Recommendations call on for those who design spaces for math teacher learning geared toward student-centered pedagogies to consider (a) reflecting on teacher identity and how Whiteness show up in the math classroom; (b) facilitating safe spaces that allows for challenges on issues of personal space that true community requires and deficit and asset discourses; and (c) ensuring teachers are given enough time, space, and resources to do this level of deep thinking, learning, and reflection. [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.]