Often, teachers enter a community in which they are considered the "Outsiders" and are tasked with learning and teaching about the "Other." This qualitative case study focused on how K-12 Hawai'i Department of Education public school teachers, from backgrounds different from their diverse learners changed their perspectives and teaching practices due to participating in a HIDOE-approved professional development course, "Carrying Culture: Micronesia." The course was designed to provide teachers with insights into the cultures of Micronesia, the context around Micronesian migration to Hawai'i, and art-based strategies that help students to sustain their cultural and linguistic heritage. Framed by sociocultural and constructivism theories and the New York State Education Department's Culturally Responsive-Sustaining Education Framework (2018), the study also documented teachers' Culturally Responsive-Sustaining (CRS) practices to support their multilingual multicultural learners. A self-study explored the researcher's beliefs/values and learning by taking the course with the teacher participants. Using document analysis/artifacts, observations, interviews, and a researcher's journal, four themes emerged to show that teachers gained cultural understanding and bias awareness of the Micronesian community. Teachers implemented inclusive approaches and emphasized the need for ongoing opportunities and resources to support their students/families. Implications and recommendations for practice were shared on redesigning the structure of the professional development and making explicit its values. The "caring" and "carrying" embedded in the course title resulted in the development of a new Car(ry)ing Culture Education Framework that will guide teachers to know (Iakwe) and care (Kojparok) about the cultures, background, and worldviews of their diverse learners. [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.]