Black children are brilliant. They are infinitely capable of learning. However, as a result of the racialized sociohistorical contexts of schools and teaching, Black students are rarely seen as brilliant or perceived as capable in classrooms. Thus, professional development must create and structure opportunities for teachers to learn to notice and interpret Black students' brilliance inside of instruction. In this study, I conduct a single-case analysis of a short-term practice-based professional development program aimed at supporting teachers to identify Black students' strengths and to notice their mathematical thinking. I draw on video records, educator interviews, and digital logs to investigate how the practice-based professional development facilitators used the structures of a prebrief session, live instruction, and debrief session to create opportunities for participating educators to learn while foregrounding race as integral to the work of teaching. I also consider the extent to which the identified opportunities to learn were taken up by five educators who attended the practice-based professional development. I use Critical Race Theory to situate Black children's marginalizing experiences in school within historical racial narratives rooted in white supremacy. I combine this perspective with theoretical frames for instruction (i.e., the "instructional triangle") and for "opportunity to learn" to interrogate what professional learning content was made available to educators, how the practice-based professional development facilitators made that content available, and how participating educators made sense of that content. Analysis of data revealed that facilitators used concrete activities to layer work on disrupting patterns of racism in schools with work on mathematical content and work on aspects of teaching practice. I also found that participants used opportunities to learn in order to create a narrative of transformations to describe students across the week. This study has important implications for in-service teacher professional learning, especially that which claims to promote equity and justice in teaching. Professional development must cultivate teachers' capacity to observe and interpret instruction in ways that acknowledge Black students' worth, goodness, and capability. It must explicitly disrupt the dominant racialized narratives that persist in schools and in the broader society. Without specific and meaningful attention to Black children's brilliance, and concrete efforts to confront these harmful narratives, educators and normalized education practice will continue to marginalize Black students in school by way of inequitable instruction, disproportionate and harsh punishment, and lack of exposure to high quality content. [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.]