This autoethnography highlights reflections of a Black woman social studies educator, from a predominantly White, southern Appalachian area, teaching in a Southern, predominantly Black, rural area. The study reflects on practices utilized while teaching in southern Appalachia and the pedagogical transformation undergone as a result of migrating and teaching in a Southern, predominantly Black, rural area. Using Critical Race Theory, this autoethnography explores the impact of race in the development of pedagogical practices of a Black woman teacher. The author asserts Black teachers need to learn about and utilize culturally relevant pedagogical practices in their preservice programs and that teachers should engage in self-reflection as a means to navigate personal biases and confront the perpetuation of hegemonic culture in their classroom practices.