The participatory action research (PAR) aimed to build educators' culturally responsive teaching capacity to support equitable classrooms. The study focused on the culturally responsive teaching development and decision-making process of a middle school principal, three Language Art teachers, and the culturally responsive teaching influence to create equitable classrooms. The CRP team worked closely and learned together in the professional learning community. The CPR team intentionally selected diverse and inclusive text and planned culturally responsive teaching activities. The research participants used community learning exchange (CLE) protocols and built trust and relationships, first among each other and then with the students and staff. The principal's culturally responsive teaching development guided the planning and facilitating of a CLE with the CPR team. The CLE protocols led to reflection and discussion loops, which allowed teachers to identify and implement attributes of equitable classrooms. [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.]