This study examined how White, female U.S. community and technical college educators develop and sustain an antiracist praxis. In the context of this study, antiracist praxis was defined as the ability for White educators to engage in consistent cycles of critical self-reflection about race and demonstrating antiracist actions. Semi-structured interviews were conducted with nine self-identified White, female U.S. community and technical college educators, including faculty, student services staff, and senior leaders, in different geographical locations. Transcripts were analyzed using interpretative phenomenological analysis (IPA) to identify themes. Three findings emerged: participants demonstrated a propensity for questioning the manifestations of racism experienced in formative years; participants leveraged skills of empathy to develop affective knowledge of racism; and the change-making capacities of the participants' antiracist praxes are interdependent with their situated environments. These findings were considered in light of the extant literature and Feagin's systemic racism theory and the white racial frame. This suggests opportunities for the creation of an antiracist learning framework for White U.S. community and technical college educators, providing both self-guided and collaborative learning experiences to move educators in the direction of antiracist praxis. Providing this learning framework as an open-access educational resource will account for differences in organizational-level support or resistance to antiracism. [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.]