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In this chapter, I explore poverty as an outside-of-school factor and its influence on the inside-of-school experiences and outcome of students. I consider the interconnected space of learning, instructional practices, and poverty. In particular, I use critical race theory as an analytic tool to unpack, shed light on, problematize, disrupt, and analyze how systems of oppression, marginalization, racism, inequity, hegemony, and discrimination are pervasively present and ingrained in the fabric of policies, practices, institutions, and systems in education that have important bearings on students—all students—even though most of the studies reviewed did not address race in this way. I analyze the interrelationship between race and poverty. My point in using race as an analytic site is not to suggest that people are in poverty because of their race but to demonstrate how race can be a salient factor in how people experience and …