This study compares the pedagogical practices of African American Sunday school teachers and their secondary English/Language Arts pedagogical practices. The major purpose of this study is to determine if there is a connection between African American Sunday school teachers' pedagogical practices and their pedagogical practices within the secondary English/Language Arts classroom. The investigator sought to determine if the religious component of teacher identity affects the teacher's pedagogical practices. Because this study focuses on two institutions that are contextually situated within the cultures of the participants, case study was the research strategy of choice. Observational and interview data were collected over a six-month time frame (June 2012-December 2012). Utilizing a qualitative design and measures such as observations and interviews as well as the constant comparative method, major commonalities were identified between the two classroom environments. Four themes emerged based on the cross-case analysis of the three teacher participants. These themes included the following: a) focus on oral literacy; b) focus on life application; c.) shaping of curriculum perspectives; d.) shaping of classroom management perspectives. Findings suggest that teachers had similar pedagogical practices in both environments. Findings also indicate that aspects of the teachers' religious beliefs shaped their dispositions towards curriculum and classroom management. Based on these findings, implications for teacher education programs, pre-service clinical practicum experiences, relationships between teachers and communities of practice, relationships between teachers and pedagogical practices, and historicity behind pedagogical practices are discussed.