To help teachers notice minority students' reading process, strategy use, and strengths and independently analyze assessment data regarding students' literacy skills and instructional decisions the instructor introduced retrospective miscue analysis (RMA) as an assessment and instructional tool. This study investigated how teachers could encourage children from diverse backgrounds to read and build their confidence as readers, how teachers could explore the children's reading to ensure they are reading for meaning, and how teachers facilitated all students' thinking. As of 2014, 49.5% of enrolled students in public school were White, 25.4% were Hispanic, and 15.5% were Black (McFarland et al., 2017). This study also focused on White literacy teachers using RMA with children of color who struggle with reading. The purpose was to explore what these teachers learned from conducting RMA with children of color. The inquiry questions were: (1) What did literacy teachers learn about minority children's reading and learning through RMA sessions? and (2) How did RMA impact teachers' instruction with children of color?