This case study investigates the equity practice of secondary mathematics teachers in an urban secondary school specifically structured to support students becoming critical citizens; able to analyze the world; and empowered to act, individually and collectively, for the good of their communities and the larger society. The study is framed by two central research questions: (a) What are the tensions and dilemmas mathematics teachers face as they work toward equitable mathematics practice within a community that views the goals of public education as transformative? and (b) How do mathematics teachers negotiate these tensions and dilemmas? In addressing these questions, both the history within which this school community came into existence, and its current nature are discussed. Information is provided about mathematics curriculum, instruction, assessment, social relations, and the ways students' lived experiences are taken up in teachers' practice. The study identifies four categories of tensions that cut across its cases and the literature. These include: (1) Tensions of identity. (2) Tensions between teaching dominant and social justice mathematics. (3) Tensions between the individual and the social. (4) Tensions related to mathematics as a tool for social justice. Description of how teachers negotiated these tensions is provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]