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Our study examined the experiences of three middle school teachers who created their own Black History Month curriculum. Although, the relevance of Black History Month is under scrutiny by opponents who feel it marginalized the history of Black Americans, proponents of this position have failed: to account for teachers who view and use this Month to challenge passive approaches to teaching Black history and to provide for the overreliance on traditional historical sources. Our goal was to uncover various ways in which teachers navigate or interrupt “official curriculum” that marginalizes the history of Black Americans. Findings suggest that Black History Month teaching operates in both transgressive and regressive ways that require more scholarly attention and consideration to tease out appropriate pedagogies.