This article takes us inside two urban middle school classrooms where the majority of students speak African American English. In addition to exploring the nature of literacy instruction inside Mrs. Baird's and Ms. Lawson's classrooms, we examine both teachers' underlying beliefs with respect to language, literacy, and learning. This inquiry serves as a foundation for explaining why one teacher's instructional practices are far more effective than the instructional practices of her fellow teacher. (Contains 1 figure and 3 notes.)