The purpose of this qualitative study was to develop an understanding of how the lived experiences of white educators following the murder of George Floyd in the spring of 2020 impacted their understanding of racism and how this understanding, if at all, helped them work to disrupt racism in schools. Literature analyzed revealed how white supremacy culture acts as a hidden fog which infects our schools and perpetuates a system of oppression. At present, approximately 80% of teachers working within the United States are white women who have been influenced by an ongoing racially imbalanced system of education. By interviewing white teachers who took action after the murder of George Floyd, the researcher looked to understand whether teachers who were impacted by the horrific nature of his murder and felt the need to take action, made actionable steps in their work as educators. This research converged aspects of critical race theory and critical whiteness studies as a lens to analyze the stories gathered as part of semi-structured interviews. Data sources were analyzed using a coding process where three main themes emerged. These themes included: A lack of preparation for teaching in diverse settings, the response to the events of 2020 and building anti-racist teaching practices. Sub themes related to feelings of shame and failure with regards to how teachers had responded to incidents regarding racism in schools prior to the murder of George Floyd along with building an understanding of racism as a system rather than individual acts of meanness helped teachers develop a sense of urgency with regards to working to disrupt racism in schools. Recommendations were suggested at the school, district and policy level to work towards anti racist schools which dismantle white supremacy culture. [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.]