Implementing antiracist education has been a difficult journey for many school communities but especially those communities whose racial reckoning may challenge the social foundations they sit on. In this chapter, the case of a rural Southern US school district, where a “Welcome to KKK Country” sign was on display for years, is investigated, along with the hurdles they faced attempting to ensure equity for all students. While the district had started to review policies inequitably affecting their Black student population and had created training modules for staff, white backlash threatened to undo all their hard work. Due to pushback against perceived critical race theory, educators had to implement antiracist practices without discussing racism. This chapter includes a description of one school’s attempt to disrupt inequities for Black and Latinx students and provides the strategies they use to provide antiracist and intentionally inclusive education at the crucial transition of middle school. In addition to academics and social-emotional learning, the school was able to broaden the scope of antiracist education to include classroom management and discipline. The perspectives of teachers, counselors, and school leaders are provided. Recommendations are given for other schools, particularly rural, attempting to implement antiracist education, covering the full scope of elementary pedagogy.