Researchers investigated if early childhood teachers could become reflective practitioners when they studied culturally specific constructs within a digital collegial environment. Three female African American early childhood teachers within three different settings (a faith-based primary school, a home school, and a government-funded pre-school agency) developed mini-research projects using a mediated form of "Lesson Study". Data consisted of teachers' electronic mail, application artifacts, synchronous and asynchronous online activities via Blackboard, and videotaped exit interviews. Findings showed that even when there is ethnic congruence, teachers are inclined to teach in ways that propagate the Eurocentric curriculum model. The teachers' use of a culturally-specific reflective teaching model resulted in culturally responsive teaching practices within their individual classrooms. (Contains 1 table.)