As state educational standards increasingly emphasize cultural awareness, this study explores how White elementary school teachers in predominantly White schools can be better supported to meet these expectations and enhance their self-efficacy and cultural competence. This study was conducted at a small rural elementary school on the coast of Massachusetts, where recent years have seen an increase in racial incidents within schools and the broader community. The study consisted of two cycles of research. In Cycle 1, interviews with elementary school teachers were conducted to identify their perceived needs and barriers in teaching the cultural awareness state standards. The findings highlighted the need for collaborative professional development to increase teacher self-efficacy and informed Cycle 2. The resulting action steps involved the implementation of a Professional Learning Community (PLC) that provided a supportive collaborative learning environment among teachers integrating the cultural awareness state standards. The action step included five PLC meetings where teachers as co-collaborators shared strategies and examined resources to teach hard history and hold critical conversations in the classroom. The study reveals that targeted PLCs significantly enhance teachers' self-efficacy, cultural competence, and ability to engage in critical conversations about race and equity. Teachers participating in PLCs, with access to relevant curriculum materials and a growth mindset, felt more confident in addressing state standards, integrating diverse perspectives, and fostering inclusive school environments. Implications for practice include the necessity for sustained collaborative professional development, district support, and a commitment to creating inclusive learning environments. [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.]