The purpose of this study was to observe and measure the impact of a professional development course on community college participants' self-reported levels of data literacy and equity-mindedness, to ultimately improve upon institutional policies and procedures to help those involved use data in more equity-oriented ways. We used a mixed methods approach using pre- and postintervention surveys, knowledge assessments, and postintervention semi-structured interviews. We determined that the professional development course helped increase employee participants' self-efficacy for data use, knowledge of data use and equity-mindedness, and intent to use data in the future. We also found the organization's culture to be complex and evolving, hindering and facilitating data use at a larger scale, especially when addressing inequitable student outcomes. Our findings indicate the potential for the implementation and study of similar professional development in other community college and higher education contexts.