US schools have seen limited success in meliorating inequitable outcomes for students of color amid the expanding gap between student and educator racial demographics, yet there is a dearth of research on suburban schools and effective white educators of children of color. While districts and institutions of higher education work to diversify the educator workforce, they must simultaneously expand anti-racist work among existing white educators. The literature suggests that racial identity development is a critical factor in the successful implementation of anti-racist practice for white educators. This study sought to understand the impact of anti-racist professional development (PD) on white educators in predominantly white suburban districts and specifically what PD impacted their racial identity development, understanding of racism, and anti-racist practice. A five-strand conceptual framework grounded in Critical Race Theory and designed as a White Anti-Racist Educator Identity and Practice Development Model reflects the critical components of the literature review and a developmental continuum for racial identity, understanding racism, and anti-racist practice. This explanatory sequential mixed methods study with emphasis on qualitative research was conducted in two predominantly white (staff) suburban districts engaged in several years of anti-racist PD. The study utilized a quantitative and qualitative survey and case study interviews with a subset of educators. Comparative case study (CCS) was utilized to frame cases, organize data, and analyze data. I defined, examined, and compared districts as the horizontal axis, professional development as the vertical axis, and temporal educators' development over time as the transversal axis. The conceptual framework served effectively to organize data at the individual, school, district, and study levels. Educators demonstrated higher placement on the model in racial identity and understanding racism than in anti-racist practice. There was a statistically significant relationship between years of anti-racist or equity PD and racial identity development, and between racial identity development and anti-racist practice. Educator development was individual and the result of many experiences; PD needed to be ongoing, cyclical, and differentiated, as well as incorporate student feedback and experiences that offered perspective transformation. Finally, the tenets of CRT in education were evident in praxis. [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.]