Professional learning focused on racial equity in schools should transform educators’ beliefs and interrupt inequitable outcomes for students. To ensure that it does, professional learning leaders must not only excel at typical facilitation skills — such as being aware of group dynamics, supporting inquiry, and creating relationships — but develop a nuanced understanding of their own unique identities and how they influence the work. We analyzed the reflections of practitioners who have deep experience in supporting educators to understand and address issues of racial equity. According to their own self-identifications, we interviewed one Asian individual who identifies as transgender, two Black females, one Black male, one Latina female, one Latino male, three white females, and one white male. Looking at how they facilitate professional learning