A mixed-method study in the United States of a northeastern regional charter middle school (CGA) attempted to address the underrepresentation of Black students in academic opportunities and success and their overrepresentation in student discipline by addressing the root causes: teachers' racial and cultural biases and equity instruction efficacy. With a diverse student population taught by predominantly white teaching staff, prior equity initiatives had experienced consistent failures, leading to negative teacher perceptions of equity training and evaluation, ultimately negatively impacting the Black CGA student middle school experience. Through monthly hour-long equity training called Teacher Crew, aligned with a three-month, growth-centered coaching cycle, nine teacher participants saw significant equity efficacy and classroom implementation growth. There also was a significant shift from cynicism to engagement with equity training for all CGA MS faculty and staff participants. Though the three-month study did not significantly impact Black students' educational experience (i.e., academics and discipline), the shift in teacher mindsets showed a change in teachers' engagement in equity pedagogical training and willingness to actualize equity practices within their classrooms. Establishing a personal, equitable, and safe equity training environment supported teachers in embarking on their equity journey, avoiding white fragility detours, and addressing their racial and cultural biases directly while in community with others, ultimately moving the organization towards an equity-responsive culture, increasing the potential for sustainability of future equity-centered initiatives. [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.]