The purpose of this study was to determine the structures and support systems implemented to foster a district educational equity and culturally responsive professional development series. In this qualitative study, an action research design team implemented a four-part professional learning series to describe the impact of an educational equity and culturally responsive professional development series on participants' ability to increase their cultural competence and proficiency. The action research design team also examined how district leaders can support teachers' implementation of equity-centered professional development. Thematically analyzed data indicated four main findings: (1) Reflective Practitioners; (2) Safe and supportive spaces; (3) Empathize with participants; and (4) Collaborative team dynamics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]