This article examines the impact of an antiracist professional development project on eighty-four suburban white teachers, all of whom are part of a voluntary desegregation program. Analysis of writing-sample data reveals that forty-eight of the eighty-four participants took antiracist actions as a result of their new learning about race and racism. In all, 142 specific actions were noted. The categories of action-taking related to three parameters of schooling: the quality of interpersonal interactions among school and community members, the curriculum, and the institution's policies regarding support services for students of color. The relationship between changes in the educators' racial-identity development and their behaviors is discussed as are the elements that contributed to the antiracist educational outcomes.
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