The purpose of this study was to explore the information, activities, and methods teachers take and apply to their classrooms and teaching after participating in a two year long professional learning (PL) cohort entitled "Equity and Inclusion in the Classroom." The PL was based on Hammond's (2015) "Ready for Rigor" framework and used elements of Gorski's and Pothini's "Case Studies on Diversity and Social Justice Education" as well as others. The facilitator began with vocabulary and moved up to situational analysis and action. It is important to the field of education to understand elements of this type of PL to ensure districts can implement programs that are effective and meaningful to their staff. I found that through a variety of activities and a process it is possible to help teachers shift their beliefs in a positive way throughout this type of chosen professional learning. [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.]