This phenomenological case study examined four self-described transgressive music teachers in the United States. Transgressive teachers may be described as those who challenge oppressive structures, both in educational settings and in the broader social context, to support marginalized students. Findings suggest that teacher identity creation and analytic frameworks of oppressive structures shape the elements of their transgressive pedagogies. These findings also suggest varied paths of becoming for transgressive teachers. The researcher concludes with suggestions for further research and implications for current teachers.