This research documents and analyzes the nature and content of the knowledge that enables professors to foster learning for Black students. Specifically, it suggests that knowledge of the discourses of a students' community of origin, discourses often based on collective experience, are a valuable resource to professors in their efforts to promote educational equity. Data were drawn from interviews, observations, focus groups, and follow-up interviews with professors who have shown a particular interest in serving Black students for this study. The resulting conception of teacher knowledge has specific implications for teacher education practice and policy concerning targeted hiring practices, professional development for all teachers, and higher education policy makers in general.