Racial disparities in students' mathematics achievement are evident even during times of education reform, with the interests and needs of Black children in schools still dismissed in many ways (Berry et al., 2014). This pattern of Black children's mathematics experiences being ignored limits their access and meaningful opportunities to learn the subject (Leonard et al., 2010). Teaching mathematics for social justice (TMSJ) is one aspect of equitable mathematics instruction that leverages children’s experiences and supports critique and change within our education system and society through mathematics (Huinker, 2020; National Council of Supervisors of Mathematics and TODOS: Mathematics for ALL, 2016). This case study design used a critical race theory lens to present three Black elementary teachers’ experiences and views on teaching mathematics for social justice in classrooms with predominantly Black learners. This study used qualitative methods, with data collected via semi-structured, individual interviews, teacher reflections, and recorded observations. Initial, holistic, and axial coding revealed three themes: (1) Teacher knowledge of social justice topics in math lessons, (2) teacher-student dialogue on race and racism, and (3) teacher-student connections. The findings of this study captured a different avenue of teaching that steered away from mainstream education that suppresses and labels Black students, but instead created more positive mathematics learning experiences for them. Findings support the idea that Black teachers using TMSJ in elementary classrooms in predominantly Black classrooms promote both teacher and student connections, but require teacher knowledge of social justice topics in math lessons and intentional dialogue regarding race and racism as inequity is explored.