This study aims to determine if the educational approach of educator Marva Collins was counter-hegemonic through a critical race theory (CRT) lens. This is a study in contemporary history using autobiographical and archival materials and in-depth interviews to explore the relationship between her educational approach and that used by the traditional educational system. No other study has asked: Was Marva Collins' educational approach counter-hegemonic? Only two scholarly studies are available on the topic of Collins' work. Thus, this study contributes to our academic knowledge about a figure much discussed in the popular press but not frequently studied by academics. The study's findings reveal that Marva Collins' educational approach was counter-hegemonic. While she utilized some traditional teaching methods, she opposed the general hegemonic devaluing of Black students. Collins disproved the assumption that Black children were not as bright as White children. She did so by teaching from a strength-based approach. Collins believed that Black children were capable of excelling despite their race, low household income, and living in underserved communities. Based on the results of this study, recommendations to counter-hegemonic educators include, regardless of ethnicity, teachers must teach from a strength-based approach instead of a deficit-based one, teachers must build trusting relationships with children first, cultivate children's social-emotional as well as academic skills, using testing as an informal assessment tool to gauge student growth, determine where they need support, and use the data to inform instruction, and regardless of ethnicity, teachers must practice culturally responsive teaching (CRT) to connect what children of color are learning, their cultures, and life experiences. [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.]