The following study addressed the raising of racial consciousness of White teachers within predominantly White settings given prior research indicating limited racial consciousness and the tendency for learning within predominantly White spaces to be someone ineffective and limited. The purpose of this research was to study how a White teachers racial consciousness evolved over the course of a professional development series focused on race-visible learning and to see what elements of the professional learning environment helped to facilitate effective learning in predominantly White spaces. The study utilized action research through the inter-disciplinary lens of Critical Whiteness Studies and White Racial Identity Development. Findings indicated that White teachers evolution of racial consciousness what not monolithic, was often overestimated, and effective learning often appeared to be a step back in learning. The findings of the study and reflections throughout the action research process indicated effective learning utilized relational trust, was dialogic, and built racial literacy. [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.]