Professional learning focused on racial equity in schools should transform educators' beliefs and interrupt inequitable outcomes for students. To ensure that it does, professional learning leaders must not only excel at typical facilitation skills -- such as being aware of group dynamics, supporting inquiry, and creating relationships -- but develop a nuanced understanding of their own unique identities and how they influence the work. The authors analyzed the reflections of practitioners who have deep experience in supporting educators to understand and address issues of racial equity. Looking at how they facilitate professional learning about racial equity, the authors focused on how the practitioners' understanding of identity comes into play in their facilitation, how they navigate co-facilitating across lines of racial or ethnic differences, and how they sustain themselves both personally and professionally.