This article is a reflection of a White teacher's experience at Prescott Elementary School in Oakland, California- the school that broke the "ebonics debate" in the mid-1990's. The article discusses aspects of the school that are unique: the culturally relevant pedagogy, the other teachers on the staff including Carrie Secret, the professional development at the school, the Ebonics debate, and, finally, racial identity development and how it informed relationships at the school. A goal of this paper was to contextualize what was really being done in Oakland schools in contrast to what the media reported as teaching Ebonics. Additionally, the paper highlights the importance of successful mentor teachers of color in the development of new teachers at a mission driven school.