Due to the changes in student demographics in U.S. public schools, it is imperative for public schools to implement equitable systems and practices that ensure that students of all cultures have an equal opportunity to achieve success. Professional development that is designed to build principals' and teachers' capacity to promote equity is a strategy that could increase principals' and teachers' development based on their individual needs, so that they are prepared to meet the needs of students of diverse backgrounds. Principals' and teachers' perceptions of racial equity, subconscious bias, equitable practices, and quality professional development were explored in semi-structured one-on-one interviews conducted during the 2020-2021 school year with four Black principals and 11 White teachers serving at predominantly Black elementary campuses with a predominantly White teaching staff. The principals and teachers represented four elementary campuses in a large Major Urban school district in Texas. Five themes were identified by the researcher during the data analysis process, including lack of cultural competence, relationship building, equal opportunity, cultural representation, and professional development. Promoting equity in public schools with diverse student populations requires teachers and principals to increase their cultural competence, build quality relationships, provide equal opportunities for all students, implement culturally responsive instruction, and participate in ongoing professional development. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]