This study delved into the professional development strategies employed to enhance novice classroom teachers' grasp of culturally responsive teaching and pedagogy and their subsequent impact on cultivating equitable classroom environments. The research question guiding this investigation was: What specific components of culturally responsive professional development impact the implementation of culturally competent instruction into classroom practice? An explanatory sequential mixed-methods approach was utilized to explore the effectiveness of equity and diversity training components for educators in fostering culturally responsive teaching practices. Quantitative classroom observations using the Culturally Responsive Instruction Observation Protocol (CRIOP) were conducted once in September 2023 and again in January 2024 with a cohort of 14 first-year teachers. Five participants demonstrating significant growth were selected for qualitative one-on-one semi-structured interviews. Analysis of the observational data unveiled notable improvement among seven members of the cohort, providing insights into the efficacy of the professional development activities. Qualitative interviews aimed to discern the training elements contributing to the enhanced implementation of equity-based professional practice. Through thematic analysis, five key themes emerged: Feedback and Reflection, Content Focus, Modeling and Active Learning, Coaching and Expert Support, and Collaboration and Peer Support, emphasizing the importance of multifaceted support structures in fostering pedagogical growth. Qualitative data analysis through the lens of andragogy revealed the presence of all six tenets: learner's need to know, self-concept, prior experience, readiness to learn, orientation to learning, and motivation to learn. This holistic approach to analyzing the data provided a comprehensive understanding of the impact of culturally responsive professional development on novice teachers' instructional practices. This study sheds light on the pivotal role of targeted equity and diversity training in promoting culturally responsive teaching practices and fostering equitable classroom communities. The identified components can inform future professional development initiatives aimed at enhancing teacher effectiveness and promoting inclusivity in educational settings. [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.]