The need for culturally responsive mathematics professional learning (PL) has increased; however, there is not a clearly defined process for the design and facilitation of culturally responsive mathematics PL, especially as it relates to outside consultants. Each school district is unique in its cultural, racial, and ethnic diversity, which adds to the challenge of defining a process for designing and facilitating culturally responsive mathematics PL. During the spring of 2021, three purposefully selected PL consultants, or Managers of School Partnerships (MSPs), at Carnegie Learning (CL), a curriculum and education technology company, participated in three interviews each to explore and better understand their experiences designing and facilitating culturally responsive mathematics PL. I used an exemplar case study as my methodology to explore the following questions: "What influences how Managers of School Partnerships approach culturally responsive mathematics professional learning?" and "What processes do the Managers of School Partnerships engage in as they approach designing and facilitating culturally responsive mathematics professional learning?" Data analysis showed there were two overarching themes in the data: First, their experiences as Women of Color influenced MSPs' approach to developing culturally responsive mathematics PL. Non-traditional routes to careers in education, relationships with personal and professional mentors, and intrinsic motivation influenced MSPs' approaches. Second, the design and facilitation process of culturally responsive mathematics PL cannot be formulaic but must be personalized and continuously adapted to each situation. Navigating misalignments between district goals and teachers' needs, considering students and teachers in context, building relationships with teachers, and adapting to unique school contexts were all processes the MSPs engaged in as they designed and facilitated culturally responsive mathematics PL experiences. The results of this study demonstrate that exemplar MSPs at CL are influenced by their personal and professional experiences as Women of Color as they approach culturally responsive PL. Although there is no prescriptive formula for designing and facilitating culturally responsive mathematics PL, there are commonalities in the three exemplar MSPs' processes that outside PL facilitators can learn from and utilize in their own practice. [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.]