In a 1-year ethnographic study at a predominantly Latinx-serving middle school, we explored tensions teachers experience in navigating the dominant hierarchical and punitive accountability regime, where teachers and students must satisfactorily attain achievement via hierarchically imposed measures, and teachers’ relationships with and sense of responsibility toward their students, families, and communities. We draw on scholarship from culturally sustaining pedagogy and transformative justice to articulate critiques and alternative orientations to the dominant accountability regime. Then, mobilizing second-wave critical whiteness studies as an analytic lens, we illuminate the ways in which STEM Urban Charter Academy teachers already variously experience, make sense of, and act on these divergent, in-tension accountability orientations. We suggest that teachers’ ambivalent tendencies are never static, but are dynamic and informed by the relationships of political, social, cultural, and human capital that create the broader landscape of the school. Finally, contributing to the emergent body of scholarship in culturally responsive school leadership, we suggest the critical necessity for leaders of Latinx- and immigrant-serving schools to minimize hierarchical, abstract accountability practices and to reframe and create the conditions for an accountability practice that centers the voices, experiences, knowledges, cultures, and languages of immigrant students, families, and communities.