This article describes the impact of asset-based pedagogies in elementary classrooms. Working with concepts such as culturally relevant/sustaining pedagogies, funds of knowledge, and Afro-centric praxis, it is possible to disrupt commonplace and pervasive assumptions about urban and diverse classroom spaces. Drawing from Grade 1 and Grade 4 classrooms, the article highlights a number of engagements that exemplify King and Swartz's culturally informed principles of "locating students," "multiple ways of knowing" and "communal responsibility." As a result, teachers and teacher candidates affirm the importance of culturally sustaining and asset-based pedagogies in teacher education and in classrooms to promote well-being, agency and belonging.