The purpose of this study is to research the roles that agency, collectivity, and social justice have in the professional learning experiences of teachers of color. By understanding how teachers of color make decisions regarding their professional learning outside of the confines of schools, researchers are able to shed light on what professional learning might look like for teachers of color in schools, broadly. This study works with a collective of teachers of color in Utah that has placed an emphasis on professional learning that is emancipatory, decolonial, and socially just in nature, thereby nurturing their identities as folks of color while also expanding their repertoire of effective teaching practices for classrooms that host diverse students and students of color. Through a qualitative and participatory research framework, this study utilizes audio and video recorded focus groups and journal reflections to understand agency, collectivity, and social justice as it relates to the professional learning experiences of this specific group of teachers of color. [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.]