This study was an action research self-study that examined my role as a teacher educator supporting a resident teacher in learning how to design inquiry-based culturally responsive science lessons. I explored my own growth in understanding how to act as a teacher educator to provide appropriately scaffolded support to promote learning for a resident teacher in understanding the lesson design process. A single research question guided my study: How do I support a resident teacher in internalizing, articulating, and designing inquiry-based culturally responsive science lessons that provide opportunities for students to engage in meaningful learning? I collected transcripts, field notes, descriptive and critical reflections related to collaborative planning conversations I had with a resident teacher. I found that I was able to support my resident teacher in internalizing and articulating how to design inquiry-based culturally responsive lessons by asking scaffolded questions and modeling my thinking and reasoning during the lesson design process. I also uncovered the ways that I both supported and hindered learning for my resident teacher by examining my behaviors and actions during our interactions. [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.]