This qualitative study explores how teachers implement literacy pedagogies that affirm and engage students despite facing restrictive literacy mandates. We interviewed a focus group of four veteran Revolutionary Loving kindergarten through fifth-grade teachers from three Title 1 schools in the southeastern United States. Additionally, the study examined how teachers challenged deficit-oriented beliefs, employed strategies to understand students' cultural and linguistic identities, expanded their knowledge of research-proven best practices, and created intentional learning communities. Findings revealed several barriers, such as state education laws inhibiting pro-Black and pro-Latinx discussions, standardized testing, and mandated scripted literacy curricula. Teachers navigated these barriers by centering students' lives, incorporating supplemental materials, and being responsive to students. Enhancing factors included supportive school environments, mentorship, and professional development. Drawing on culturally relevant pedagogy, culturally sustaining pedagogy, and Revolutionary Love, the study emphasizes the importance of teacher autonomy, culturally sustaining pedagogies, and ongoing professional learning to navigate restrictive mandates and foster student-centered, liberatory literacy instruction.