Countless studies have shown the positive effects that critical curricula such as ethnic studies courses and culturally responsive instruction can have on student populations. Yet, the narrative of teachers and their respective journeys engaging in these practices remains an understudied topic. The following qualitative case study examined the experiences and perspectives of six high school social studies educators teaching a newly state-mandated ethnic studies course titled: African American/Black/Latino/Puerto Rican (AA/B/L/PR) Studies. As this education reform legislatively endorses critical and culturally relevant curricula, the quest of this study was to collect rich data that provided insights into how educators perceived their experiences of teaching this course and how their experience has influenced their sense of professional identity and instructional practice. Multiple sources of data were collected, such as individual interviews, direct observations, a focus group interview, and an artifact review of the curriculum. Data revealed that these experiences created opportunities for personal and professional growth relating to feelings of reward and job satisfaction. However, data revealed many challenges related to block scheduling, curricular resources, and emotional strain. Overall, this study provided valuable insights into the experiences of educators teaching AA/B/L/PR studies and highlighted the importance of collaboration, cultural representation, and critical pedagogy in fostering effective and inclusive practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]