Many teachers have good intentions but are not prepared to engage students, colleagues and parents in conversations about race and Black racial identity. This inquiry postulated that learning about Nigrescence theory helps educators better understand Black racial identity development. Accordingly, a cohort of urban early childhood teachers undertook capacity building activities through a pilot professional development program to learn about affirming young children's racial identities. Participants evaluated the professional development and participated in interviews. They also engaged in open-ended journaling to capture and share their lived experiences. A deeper understanding of the four teachers that participated in four professional development sessions has been achieved. This interpretive description study captures the experiences and strategies of urban preschool teachers and their journey over four months. They learned about Black racial identity, implemented strategies and reflected upon how they affirm the identity of the children they serve. These teachers revealed a deeper understanding of Nigrescence theory and recognized their role in affirming the racial identity of their students. The identity of each teacher matters, and they reported a deeper understanding of Black racial identity development as a result of the pilot professional development program. It helped them to better understand the children they serve and how their actions influence students. [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.]