This study takes place at a middle school in Charleston County, South Carolina. The study examines how White women educators make sense of being exposed to the content in "Don't Let Them Be Misunderstood", a professional development about Culturally Responsive Classroom Management (CRCM). Guided by sensemaking theory and the dispositions of culturally responsive pedagogy, this exploratory study documents White women teachers' responses to "Don't Let Them Be Misunderstood" using multiple sources of data including semi-structured interviews, transcripts from the session, and transcripts from a post-exposure focus group. These data illustrate teacher's sense-making around and includes thoughts around how to improve the sessions for other White women educators. The study revealed three learning problems: grappling with White fragility, shifting the conversation away from race, and avoiding the work of becoming more culturally. [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.]