The purpose of this mixed-methods study was to explore the relationship between the beliefs about diversity and the teaching behaviors of community college faculty who have participated in the Culturally Responsive Teaching and Learning Seminar (CRTLS). The study sought to answer the following questions: (1) How often do CRTLS faculty implement teaching practices associated with culturally responsive teaching?; (2) What are CRTLS faculty's attitudes and beliefs about diversity?; (3) How do their teaching practices align with their beliefs?; and (4) In what ways did the CRTLS impact their teaching practice? Fifty-two CRTLS faculty completed a survey measuring their teaching practices and their attitudes and beliefs about diversity. Fifteen faculty then volunteered to be interviewed to discuss the ways in which the CRTLS impacted their teaching practice. The results showed that, overall, CRTLS faculty beliefs about diversity were aligned to teaching behaviors. CRTLS faculty engaged in critical self-reflection to clarify their own beliefs and to implement CRTL practices that built their own and their students' cultural competence and academic success. While faculty did not always directly address racism, discrimination, or other equity issues in class, they expressed their own socio-political consciousness through teaching practices that reflected students' experiences and supported academic success for students from diverse backgrounds. Information from this study can help inform faculty on how to transform their teaching to reflect best practices in implementing culturally responsive pedagogy. A better understanding of how faculty participants in the CRTLS program changed their teaching practices after participating in formal professional learning experiences will allow the program to then study the impact those practices had on student success. The results of this study may also help other community colleges or 4-year institutions by providing a model of effective professional learning. [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.]