This research explored the barriers in pedagogical relationships barriers that impact the learning of students living in poverty and that emerge from the voices of preschool, elementary, and special education teachers. The study's objective was to contribute to pre-service and in-service teacher education. A qualitative exploratory design was used individual and group interviews were conducted, and analysis showed that teachers refer to four aspects of students living in poverty: their limited views and expectations; homogeneous views; tensions concerning pedagogical knowledge and teacher identity; and cultural differences. The conclusion is that the main barrier is related to teachers' beliefs, which exert pressure on the cultural encounter of the school and the students' contexts.