Teachers' choices as they select texts have long been explored and considered by researchers. However, within such scholarship, there is limited research about how teachers, particularly Black women teachers, navigate the gauntlet of whitewashed standards, hegemonic curriculs, and dehumanizing school spaces to select texts that affirm students and support their learning. This paper asks what choices one experienced Black woman teacher makes in selecting texts in response to her students' identities and her own learning experiences. Drawing on Black Feminist scholarship, this article focuses on how memory, self-reflection, personal experiences, and a desire for equity are all a part of selecting culturally relevant texts. Moreover, we illustrate that Black women teachers see text selection as a part of larger care practices and community building within their classrooms.