This inquiry highlights K-12 teachers' commitment to turn their passion of providing equitable educational opportunities to all students into concrete actions. The inquiry uses a case study approach to investigate the process teachers undergo beginning in an MA course on multicultural education, and continuing through their MA program to define, develop and implement actions that address social justice and equity issues the teachers are passionate about. Results show that when K-12 teachers are facilitated through the MA course curriculum rooted in critical pedagogy, they can become change agents rather than people who merely know about educational change. (Contains 1 footnote.)