The purpose of this paper is to reveal findings from two qualitative studies with White, female practitioners in the field of multicultural/special education that examined (a) how White women's social, cultural, and professional identities and experiences influence their praxis with diverse families and students; and (b) promising practices in professional preparation which support White women in disentangling their own identities so that they can understand how complex ecologies of students and families intersect in educational contexts. Also discussed are implications for further inquiry with educators in understanding effective ways to assist Whites, and all educators, in disentangling the complex ecologies of identity in the process of moving toward educational equity for all students.