The purpose of this study was to examine the motivation for White professors in higher education to become culturally inclusive in their teaching practices and the transformational experiences that created this motivation and shaped their development. The findings revealed personal convictions that centred on moral obligations towards teaching was the primary motivation for the participants, that culturally responsive teaching requires complex consideration in its implementation, and there are a variety of challenges that impact culturally responsive professors. Above all, the participants believed in the moral rightness of their work and felt obligated to teach in a culturally responsive manner.