Achieving equity in education is an ongoing challenge, especially in the education of multilingual learners (MLs) in U.S. school contexts. Extant research demonstrates teachers' lack of preparation in equitably teaching multilingual learners. Traditional professional development efforts are insufficient to change the current landscape for teaching MLs. Supporting teachers' pedagogical efforts through participation in district Professional Learning Communities (PLCs) has been a recent strategy toward achieving this end. Yet, what remains problematic is the myriad ways PLCs are implemented in U.S. school contexts to develop teachers professionally. This study discusses implications for (re)framing popular conceptualizations of PLCs to develop teachers professionally toward providing an equitable education to MLs through what this study conceptualized as an equity-driven PLC. First, this study explored the ways science teachers engaged with the district's PLC, (un)veiling the discourses of whiteness at play and its influence on teachers' pedagogical practices for and about MLs. Second, it investigated how science teachers' inquiry process within their PLC propels them to co-construct an equity-driven PLC. Third, it demonstrated how teachers' enactment of the equity-driven PLC resulted in both a (re)framing of their PLC and pedagogical practices becoming more equitable. The research questions guiding this study were: 1. How did discourses of whiteness, that are institutionalized in school districts' policies and systems, create institutional binds that shaped science teachers' district's PLCs? 1.a How did science teachers' engagement in a co-created equity-driven PLC unravel their individual binds and guide them toward re-thinking their pedagogical practices with MLs? and 1.b How did science teachers' pedagogical practices for and about MLs actually shift following engagement with this equity-driven PLC? This study was conducted at a large urban district, Las Colinas School District in Utah. Five science teachers, grades seven through nine at Ellen Ochoa Middle School participated in this study during the 2018-2019 calendar year. The methods employed were in-depth interviews, PLC and classroom observations, field notes, artifacts, and district's documents. The data were triangulated and analyzed thematically through a series of open coding cycles. [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.]