This dissertation utilized constructivism and identity frameworks to describe educators' interpretations of their work in an urban school located on a Dr. Martin Luther King, Jr. Street (MLK Streets). MLK Streets have become more associated with the locality rather than the ideas of the late civil rights leader. Accordingly, how educators construct their knowledge of the community is as important as the development of instructional practices. The present case study analyzed data to explore the overarching research question: What are educators' interpretations of the work, the school, and community surrounding their school located on an MLK Street in the Central Valley of California? Emergent themes included urban teacher identity formation, teaching beyond academics, making connections, understanding community layers, and constructing knowledge of MLK Street localities. Findings indicated educators had an implied social justice awareness that led to significant understandings of the socio-cultural, economic, pedagogical influences, and historical understanding within the MLK Street community.