This qualitative study was designed to identify the beliefs and perceptions of African American female teachers who have had long and successful careers as effective classroom teachers in urban poor school environments. In spite of the numerous challenges facing teachers in urban poor schools, some experience success in some of the nation’s most difficult schools. The study sought to explore the beliefs of these teachers about their students’ potential for success and how those beliefs influence their instructional practices. The interviews were designed to capture the richness, breadth, and depth of the experiences spanning the 20-40 years of their careers in urban education. The implications from the research would indicate that the attitudes, beliefs and pedagogies used by these teachers can be used by other teachers to assist students in successful academic achievement in spite of the urban environment. This study also offers suggestions for schools of education which prepare teachers to serve in challenging urban poor school environments. The study presents implications for further study of the beliefs and practices of African American women educators.