Racism continues to persist in academia and institutions of higher learning play a central role in the actions needed to root it out. Leaders and employees at community colleges seek to do this by constructing initiatives, task forces, and learning communities that are dedicated to this cause. Little research has been conducted, however, on participants' experiences in anti-racist learning communities in community colleges and the impact these communities have on them in their individual professional academic spaces at their college of employment. This study focused on the impact of community college anti-racist learning communities on the participants' instructional pedagogy and interactions. In this qualitative study, community college classified staff and faculty members were interviewed on the learning they experienced within anti-racist learning communities, the impact it had on themselves and their interactions with others on campus, and the impact organizations' support had on their anti-racist development. This study highlights the participants' experiences and the impact of learning experiences in anti-racist learning communities on their professional practices and the impact of organizational support provided to them. Additionally, this study illustrates the importance of working toward addressing and eradicating inequity in academia through the use of intentionally created anti-racist learning communities. The data revealed several themes associated with the impact of anti-racist learning communities on professional practices. They included sharing the differences between participants' lived experiences mattered, an anti-racist focus was necessary within the curriculum review process, and anti-racist learning community participation was essential to developing anti-racist practices. In addition, several themes were connected to the impact of anti-racist learning communities on community college employees' interpersonal relationships, such as self-reflection was key to anti-racist learning community collaborative work, colleague relationships were strengthened, and employee-student relationships were strengthened. Themes were also discovered about the impact of organizational support on community college employee anti-racist development, such as intentional organizational structures were necessary for anti-racist professional practices to develop, peer-led anti-racist learning communities were a best practice, and active leadership practices were needed to maintain anti-racist learning communities. A new addition to an existing organizational learning model was developed as a result of this research and is introduced as part of the key findings. Furthermore, recommendations for practice and recommendations for further research are also provided. By critically examining prevailing systems of privilege, bias, and discrimination, it becomes evident that a transformative paradigm shift is essential to fostering an inclusive and equitable educational environment. Through sustained dedication to anti-racist principles, academia can emerge as a beacon of justice, equality, and intellectual advancement, thereby contributing to a more inclusive and socially conscious society. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]