This article examines how three Black women educators disrupt oppressive norms in urban schooling through their applications of critical race womanist pedagogy (CRWP). Using narrative excerpts formed from semi-structured interviews exploring how they contend with sociopolitical injustices through their pedagogical choices and actions, CRWP characterizes their daily classroom practices in four ways: (1) teacher reflexivity and student-centered curriculum, (2) authentic and reality-based curriculum, (3) culturally and politically relevant pedagogy, and (4) self-actualization and capacity-oriented approaches. Concretizing enactments of CRWP can inform the work of teachers, teacher educators, and administrators committed to prioritizing student-centered, politicized, academically responsive, and asset-based urban education.