This Education Leadership Portfolio documents efforts toward improving equity-focused professional development (PD) in the Cape Henlopen School District (CHSD). The strategies utilized in this study are guided by an extensive review of the literature on effective PD, teacher preparation, and theories of self-efficacy. Teachers in CHSD participated in 11 equity-focused PD opportunities between 2019-2021. There had been no evaluation to determine how much teachers value these PD opportunities or implemented strategies they learned. At the core of this ELP is a mixed-methods study of how Milton Elementary School (MES) teachers experienced equity PD. The findings indicate that teachers expressed higher self-efficacy when PD utilized a coaching model and was sustained over time. Teachers also preferred PDs that allowed for collaboration, discussion, the inclusion of diverse perspectives, and time to plan for implementation. Teachers reported lower self-efficacy for instructional strategies for English Language Learners (ELLs) and PDs delivered via video conferencing platforms. Recommendations for future equity-focused efforts emphasize school and district leader involvement, improving PD structures, and including teacher feedback as an essential component of program evaluation. [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.]