This article describes an equity education program established in 2009 by Ontario's (Canada) Ministry of Education to improve outcomes for students at risk and create the conditions needed for student success. Beginning teachers were crucial partners and emerging leaders of equity education. Some of the equity concerns these teachers faced were issues tied to representation, achievement, discipline, graduation, and overall school experiences for students who are racialized and historically marginalized. Beginning teachers took part in a five-part collaborative inquiry that linked theory to practice, culminating in a visit to a demonstration classroom. The classroom experience allowed beginning teachers to set specific learning goals and use the observations as a basis for how to embed culturally responsive and relevant pedagogy as a part of students' learning experiences. A professional learning module was used that gave teachers a safe environment to discuss uncomfortable issues around race and class. Through case studies, teachers practiced how they might respond in various situations and what policies they could use to support their arguments. The teachers who participated in professional learning on culturally responsive and relevant pedagogy became leaders in their own right. Many of these new teachers became members of equity committees in their schools, began co-facilitating with professional learning teams, initiated conversations in their school sites about equity policy, and actively sought to redefine curriculum and share these experiences with their colleagues and school communities. These new teacher leaders in equity education have the potential for the greatest impact on student outcomes.