Even though the number of culturally and racially diverse students in the United States continues to rise, most teachers in our schools continue to be white females. When they enter classrooms without having critically examined the ways that they have been shaped by their own cultures or the ways that schools can perpetuate or disrupt inequalities, they could potentially contribute to the harm that some students experience in our educational system. Two practices that could help to alleviate this harm are teacher inquiry, which embeds action research into the everyday work that teachers do, and culturally sustaining pedagogy, which seeks to disrupt deficit narratives about minoritized student groups and institute practices that honor and sustain the home cultures of each child. The purpose of this study was to find out what happened when I introduced a teacher inquiry cycle focused on culturally sustaining pedagogy during teacher candidates' final internship semester. Teacher inquiry was the method as well as the subject of this study, and I reflected on my own practice as a culturally sustaining white teacher educator facilitating this capstone experience for teacher candidates in my program. My main sources of data were field notes, a researcher's reflective journal, artifacts from the teacher candidates, and final exit interviews done with the participants. As I analyzed the data that I collected, I developed three claims, one about each of the following: the teacher candidates' understanding of culturally sustaining pedagogy, the teacher candidates' practice of culturally sustaining pedagogy in their internships, and my own facilitation of this inquiry cycle. This study describes how I facilitated the inquiry cycle focused on culturally sustaining pedagogy through six inquiry seminars, my data analysis process and the results of that process, and the implications that this study has for my own practice and that of other teacher educators. [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.]