The author examined teachers' perceptions of the influence of school climate on the implementation of antiracist multicultural practices learned through professional development. The author interviewed 7 educators 1 year after they completed an antiracist multicultural professional development course to determine the extent to which the educators had transformed knowledge acquired from the course to classroom practice and to determine factors influencing those transformations. Qualitative data revealed that participants perceived that school climate influenced the implementation of multicultural practice and that school and district leadership seemed to have a profound effect on setting the tone for school climate. In schools where participants perceived a positive climate for change concerning multicultural issues (i.e., participants felt supported in their antiracist efforts and received encouragement to further their multicultural competence), they were optimistic that their schools would continue to strive for more equitable teaching and learning conditions for all their students.