The COVID-19 pandemic and the murder of George Floyd are recent, powerful reminders of institutional inequities in the United States. Culture consciousness in U.S. classrooms, though not a new concept, remains one that is hotly contested as frameworks like critical race theory and cultural sustaining pedagogies are debated, compared, and contrasted. Of little debate, is the notion that educators must continue to improve their capacity to construct culturally aware learning environments that empower children from historically oppressed groups. This is particularly important in mathematics classrooms as careers in science, technology, engineering, and mathematics (STEM) are increasingly in demand and routinely among the highest paying. Disparities in STEM education will exacerbate existing disparities in society (ACT, Inc., 2017). This study measured the effectiveness of a professional learning community (PLC) model in impacting teaching efficacy related to culturally responsive practices in middle school mathematics classrooms. The study also evaluated the factors of culturally responsive pedagogy that are most impacted through participation in the learning community. Data collection strategies included teaching efficacy surveys, observation protocols, and interview protocols. Findings suggest a positive association between teacher participation in a math-based PLC and CRT efficacy and indicate that "bringing real-world issues into the classroom" was the CRT factor most influenced by the PLC. [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.]