Racial segregation continues to impact school systems across the United States. In addition to this racial segregation, explicit racist events within schools and at school events have been documented in this country in recent years. In response to these racist acts, zero-tolerance practices tend to be the automatic disciplinary action for the offenders, despite research highlighting its ineffectiveness (Martinez, 2009). Martinez and colleagues (2009) argue that zero tolerance practices alone do not address the root issues regarding racism. Racism is learned and therefore needs to be unlearned through antiracist curriculums that teach about being antiracist. Such an antiracist curriculum, as well as accompanying teacher training to implement the curriculum, was developed in an upstate Western New York County situated in one of the most racially segregated areas in the United States. Teachers are often the first point of contact to address racism that takes place in learning environments and therefore are instrumental in helping students understand the harmful impact of racist acts and how to become antiracist citizens. To help equip and empower teachers to effectively implement an antiracist curriculum, providing professional development and explicitly training teachers who will be delivering the antiracist curriculum is essential. This can become even more important pertaining to training on the topic of racism, which can be a difficult subject to engage in, especially without the proper training. Research highlights several best practices of professional development including the use of coaching and expert support (Darling-Hammond, et al., 2017), which entails experts of the subject matter providing coaching and modeling of instructional practices and facilitating discussion of the training material. Teacher leaders of color, given their lived experiences with racism, may serve as ideal expert coaches or trainers of the antiracist curriculum. However, it is also important to consider the challenges or difficulties teacher leaders of color may experience serving in this role such as the impact of historic and personal racial trauma as well as the emotionally taxing burden of antiracist work for people of color. The purpose of this study, therefore, is to investigate the experiences of teacher leaders of color undergoing antiracist curriculum training to perform as expert trainers of the curriculum for their colleagues. A qualitative research design was employed utilizing a semi-structured interview and several themes and subthemes emerged from the participants' narrative streams of data that shed light on the usefulness of the training, the unique experiences of teachers of color leading antiracism work, and recommendations for continued training and support. [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.]