In postsecondary education, ethnic and racial disparities in student academic outcomes have continued to be of urgent concern in the current context of changing demographics, racial injustice, and economic realities. Despite knowing the effects of educators' role on students' sense of belonging and impact of culturally relevant pedagogies on equitable student outcomes, white Christian faculty members' responses to cultural, racial, and ethnic inequities in Christian higher education have varied. Although faculty beliefs in evangelical Christian institutions impact faculty members' commitment to culturally competent pedagogies, the process of white Christian faculty becoming culturally relevant educators has remained opaque. Equity is a shared institutional responsibility; thus, this study examined 10 white faculty members in Christian universities who were identified by university administrators advancing diversity, equity, and inclusion. Their journey toward becoming culturally relevant educators in Christian higher education was the focus of this study. Using a critical realist phenomenological lens, this research provides insight into how white Christian faculty members ascribed each aspect to becoming culturally relevant educators and investigates the supports and barriers encountered on their journeys. Key themes that reflected aspects of their journeys included encounter, awareness, partnership, practice, and advocacy, shedding light on how faculty aim for mutual and equitable learning. Using Lewin's force field analysis, participants' beliefs in Imago Dei and kingdom values were a primary driving force that sustained them on the journey, as were relationships with others and an institutional mission that promoted justice and equity. The primary barriers on their journey tended to be institutional, as some of the participants experienced restraining forces emerging from hostile sociopolitical narratives on campus. Results of this study emphasized Christian colleges and universities' need to be open to learning and expand their vision through inclusion, holding conviction with humility. [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.]