Blaming public school teachers for the troubles of the U.S. education system is the name of the game. This paper considers how teachers navigate two forces that shape this blame game and that shape their work in urban schools: 1) the racialized deficit discourse that constructs poor urban youth and youth of color as deficient, as objects in need of control and correction, and 2) neoliberalism, with its anti-public, market-based “audit culture” (Apple, 2005) where worth is determined by test scores. This paper considers how, under these current pressures, urban teachers can be blamed for the “failures” of urban school and, in turn, can engage in deficit thinking that blames urban students and their families—“unfashionable” as this practice may be or not.