The purpose of this mixed methods action research study was to determine the effectiveness of a gender-responsive early childhood teaching workshop for community college practicum students. The problem addressed in this research is a lack of competency (knowledge, skills, and behaviors that support positive gender identity development in young children) among early childhood educators regarding issues of gender and gender identity. Additionally, there is a lack of research, particularly in the United States, investigating the gender competence of teachers or the potential impact of gender and equity teacher training. The study sample was comprised of early childhood education practicum students enrolled in fieldwork courses at Santa Monica College in Los Angeles County, California. Participants attended a targeted 2-hour workshop, and data were collected via quantitative pre- and post-workshop surveys administered on Google Forms (a free internet-based survey instrument) and during a qualitative focus group that took place on Zoom. The focus group discussion was recorded, and transcripts were analyzed and coded according to the themes revealed by the literature review, which also underpinned the survey. Upon completion of the study, it was determined that participants reported an increase in awareness of specific gender and equity issues as well as increased confidence to address gender related issues. Statistically significant increases in scores from pre-survey to post-survey were reported on every survey question, proving reliability of this study. Further research is recommended on this topic to illustrate sustainability of findings. [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.]