Professional learning grounded in educational equity is an essential tool for educators who aspire to improve instructional practices that lead to equitable student outcomes. The problem addressed in this study was the lack of voice and choice for elementary educators in designing and planning professional development learning initiatives that they find effective to influence equitable student outcomes. Utilizing a dual tier framework of Hargreaves and Fullan's concept of professional capital and Hase and Kenyon's model of heutagogy, the purpose of this qualitative narrative inquiry study was to honor elementary educators' perceptions of professional learning encounters, while chronicling their met and unmet needs. The study participants included 11 educators with varied years of experience, educational backgrounds, and geographical locations. In an effort to create intimate storytelling conditions in a virtual environment, a short questionnaire and semi-structured interviews were used to collect data, which was analyzed with Quirkos software. The study revealed elementary educators' desire to be included in professional development design and implementation decisions, the ways that educators independently pursue learning opportunities to improve their practice, the role of culturally responsive strategies and leadership while in pursuit of educational equity, and the importance of wellness support for educators. The findings suggested that elementary educators have professional learning and development needs that extend beyond the offerings they currently receive in their schools, and that they are willing to seek nontraditional learning options such as resources acquired through social media channels to supplement their growth. The creation of learning environments that are infused with educational equity best practices requires elementary educators and leaders to engage in a collaborative design process focused on continuous improvement and anchored by the results of multiple forms of needs assessment. [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.]