The purpose of this study was to consider if the method of a professional book club was an effective learning tool for teachers who wanted to be more culturally responsive in the classroom. This study occurred at a public elementary school with 11 racially diverse teachers who all identified as women. This study employed a basic qualitative design with data sources such as transcripts and participant journals. Results show that conditions for learning (Cambourne, 1995) were present and evidence of learning to be more culturally responsive was present. The participants benefited from reading, discussing, and applying their thinking and knowledge in the group setting. This study demonstrates that professional book clubs can be a useful format for teacher development.