Using Wlodlowski and Ginsberg's (1995) Culturally Responsive Teaching framework, this qualitative phenomenological study design sought to understand how educators were utilizing experiences, reflective strategies, and supports to effectively facilitate a socially just learning environment. Currently, there exists a gap in understanding how in-service educators are accomplishing this. The information may be beneficial to future researchers and practitioners because understanding the experiences, strategies, and supports that teachers are using effectively may assist others in becoming more effective themselves. The researcher's intent was to gain a deeper understanding of those experiences, reflective strategies, and supports through interviews. After speaking with four teacher-participants, the researcher determined that effective facilitators of socially just classrooms incorporate four distinct motivational conditions into their classroom environment: establishing inclusion, developing a positive attitude, enhancing meaning, and engendering competence. [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.]