This qualitative study examines 26 White middle school teachers' perceptions of their experiences in a predominantly White middle school with a growing African American student population. Utilizing in-depth focus group interviews, teachers elaborated on their experiences with navigating racial, ethnic and cultural boundaries as they attempted to promote academic success for all students. The constant comparative methodological approach was utilized to analyze the data. Through this process, three overarching themes were generated: (a) awareness of diversity, (b) reactions to diversity and (c) systemic issues and barriers to forging relationships. Finally, suggestions for teachers and other educators experiencing similar circumstances in their schools are provided.