Culturally sustaining pedagogy (CSP) is an updated iteration of culturally relevant pedagogy (Ladson-Billings, 1995) that aims to “perpetuate and foster—to sustain—linguistic, literate, and cultural pluralism as part of the democratic project of schooling” (Paris, 2012, p. 93). Bomer (2017) refers to culturally sustaining pedagogies as “an enactment of hope” that might help us “fracture the cultural monolith that schooling usually becomes…[to] allow for more forms of excellence, more pied beauty, and more pathways to…well-being for our students” (p. 14). There is a burgeoning body of scholarship examining “how a CSP framework translates from theory to practice” (Zoch, 2015, p. 3). For the past two years, I have worked with a team of k-20 educators seeking to explicitly consider CSP in relation to writing curriculum and pedagogy. Showcasing examples from teacher interviews, middle school classroom case studies, and my own university-level teaching, this talk showcases successes and struggles designing and implementing culturally sustaining writing curricula. I conclude by discussing implications for pedagogy and research in writing/literacy studies and urban teacher education.