The purpose of this qualitative research study was to evaluate the readiness of educators to implement classroom discipline interventions and strategies after attending an equity-based professional development (PD) and identify effective action steps that address the disparity in discipline referrals towards students of color and sanctions through semi-structured interviews. This study used the interpretative phenomenological analysis method to understand the impact of equity-based PD. The data collection consisted of eight semi-structured interviews with high school teachers who have taken an equity-based PD since the 2018-2019 school year in the Northern Virginia area. [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.]