Drawing on the theories of critical race theory (Ladson-Billings & Tate, 1995), transformative leadership (Shields, 2018), and critical teacher leadership (Bradley-Levine, 2018), this qualitative study explored the teacher leadership perspectives, manifestations, and experiences of nine high school teachers committed to social justice in one large urban school district in California. Through the use of questionnaires, one-on-one interviews, teacher journaling, and document collection, these equity-oriented teachers reported to work to increase the learning opportunities of their students of color through challenging schooling stratification systems and organizing student organizations focused on student identity, community engagement, and educational justice. The findings also pointed to the challenges facing these teachers' leadership efforts including high workloads and a perceived disconnected leadership at the district and state level. The study calls for a need to reimagine traditional narratives of teacher leadership to ones that are focused on equity and that challenge the social reproduction that occurs in schools.