This case study sought to examine the experiences of teachers on an effective diverse teaching team to discover if a team-based approach could be used to help mitigate racial disconnections, teacher isolation, and feelings of inferiority reported by teachers of color across the United States. Using extant literature on the experiences of teachers of color as a guide and literature on the impact of professional learning communities and team-based structures, a study was designed to explore how teachers on a single intercultural teaching team develop and sustain authentic relationships. The study also sought to analyze how diverse team members navigated topics of race and culture in an effort to understand areas of connection and disconnection that existed within their professional and personal relationships with one another. This research builds upon teaming studies in that it argues that the relational components of teaming (i.e. trust, honesty, support, communication) are just as critical as the structural components (common planning time, tasks, agenda, shared mission, vision). The findings suggests that high levels of communication, developing a shared identity, being committed to the team, building trust, and possessing a growth mindset are factors that significantly improve the effectiveness of intercultural team collaboration. In addition, developing a student-centered approach, maintaining high levels of support, being flexible, and focusing on each other strengths helps diverse teams develop growth fostering relationships that may positively impact student achievement. [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.]