This study followed the course of a professional development intervention to support kindergarten teachers in using a critical literacy approach to teach their students about race, ethnicity, and equity. The purpose of the design-based intervention, which took place in a diverse but somewhat racially segregated school district, was to empower students to critique discrimination, racism, and systems of inequity. The research itself aimed to gain insight into how and to what degree teacher-participants took on an anti-racist teaching role through participation in a collaborative professional learning community "study group." The study that found that White participants employed many and various rationales to demarcate boundaries around what they were comfortable with and willing to teach. Despite White participants' ambitious goals for societal change through shaping student attitudes, their avoidance and resistance limited the curriculum they ultimately taught. Implications of the study include the importance of balancing consciousness-raising and White racial identity development efforts with anti-racist classroom actions for White teacher education. Additionally, the process of conducting this study shed light on ways to improve the intervention for future iterations. [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.]