The detrimental effects of high-stakes testing and accountability mandates are experienced disproportionately in high-poverty urban schools, which African American and Hispanic students are more likely to attend. However, the literature does not fully address how teachers experience the inequitable working and learning conditions in these contexts. A critical race theory lens was used in interviewing 12 African American teachers from urban districts in Georgia, New York, North Carolina, and Pennsylvania to privilege descriptions of their lived experiences in such schools. Teachers' views of their profession were explored using narrative analysis. Results indicated that accountability mandates and leadership support influenced teachers' perceptions regarding (a) the qualities of a good teacher, (b) colleague descriptions of their jobs, and (c) plans for the future. These findings and implications for practice, policy and future study are discussed. (Contains 1 table.)