In this study, I explore the role of the "small schools" context on the development and learning of two first-year urban high school teachers with respect to equity-focused teaching. Analysis points to specific ways in which the small schools context fostered teaching for social justice: strong student-teacher relationships, interdisciplinary teaching, and curricular autonomy that allowed for infusion of social justice topics. On the other hand, equity-focused teaching was constrained by alternative conceptions of schooling, teaching, and learning; heterogeneously grouped classes; too much curricular freedom with lack of guidance; and out-of- subject-area teaching. This study highlights a tough set of dilemmas faced by the small schools movement in its efforts to close the achievement gap and presents implications for small schools designers and teacher educators. (Contains 2 footnotes.)