Purpose: The purpose of this study was to reveal perceived sustainable behaviors, attitudes, and feelings related to racism and social justice of the graduates of the Social Justice Training Institute. Methodology: A descriptive methodology approach was used to collect data. The researcher conducted telephone interviews with 35 graduates of the Social Justice Training Institute. A semi-structured interview guide was used to gather qualitative data from which themes were extracted for each research question. Findings: The following themes emerged: Participants sought out the institute for the following reasons: (a) professional and personal development, (b) recommended by colleagues and friends, and (c) experience with the institute's alumni. Participants transformed understanding and knowledge related to racism and social justice included: (a) the system of privilege and oppression, (b) intellectual and personal understanding, and (c) social justice is an understanding. Participants transformed behaviors related to racism and social justice included: (a) inward behaviors including self-awareness, internal dialogue, and authenticity; and (b) outward behaviors including intra-group work and being action oriented. Experiences that led to said transformation: (a) caucuses, (b) core groups, and (c) hearing and sharing personal stories. Conclusions: Participants found the Social Justice Training Institute a transformative experience. Through a gained understanding of privilege and oppression combined with the critical need to connect relevant theories to daily-lived experiences, participants reported a shift in the ways their actions to create socially just spaces in their communities. Recommendations: (a) Research involving pre- and postbehaviors, thoughts, and feelings; (b) research on behaviors, attitudes, and feelings for each specific race group having participated in the institute; (c) research on the barriers participants experienced as a result of their transformation; (d) research on intragroup social justice work, including container design, successes and challenges; (e) research on factors contributing to and behaviors related to the concept of authenticity, with a focus on educators, facilitators, and trainers of social justice related topics; (f) research on the connections of storytelling and transformation; (g) research on effective characteristics and behaviors of facilitators that create an environment for transformative learning and transformation related to social justice; (h) research on transformative learning leading to actions towards social justice. [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.]