Amidst continued disparity in educational outcomes and problematic responses of educators to underrepresented students, The National Seeking Educational Equity and Diversity Project (SEED) trains leaders to facilitate conversational communities focused on inciting multilevel change and social justice. The present study utilized Interpretative Phenomenological Analysis to answer the following question: How do educators trained as SEED facilitators perceive and assign meaning to their experiences and the perspective shifting processes involved in SEED. Five SEED leaders working in a suburban district in upstate NY participated in semi-structured interviews about their experiences as SEED facilitators. Findings revealed that SEED leaders perceived and made meaning of their experiences and the perspective-shifting processes in SEED through the lens of Changed Perceptions of Self and Others. These changed perceptions additionally involved Impactful Encounters and Relationships, the Presence of Shame Guilt and Embarrassment, Necessary Support, Facing Resistance and Witnessing Learning and Growth. These themes echo and are consistent with concepts and ideas associated with transformative learning theory. Results from this study can be utilized to inform educational professionals involved in diversity, equity and inclusion related professional development. [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.]