This study operationalizes warm demander pedagogy as a component of culturally responsive teaching. These instructional methods emerged during a study that examined the pedagogy of two African American urban teachers as compared to the literature. Through observations and interviews, the study examined the following: (a) How did each teacher describe her instructional practices and beliefs? (b) What similarities and differences existed between the teachers' practices and beliefs? (c) Was there evidence that the shared cultural/ethnic background of teachers and students influenced instructional practices? The study proposes warm demander and culturally responsive pedagogy to support a culture of achievement for students of color.