This article explores a theoretical model of professional development that combines the goals of further equipping teachers through professional development while at the same time equalizing learning environments for the students. Any steps toward equalizing learning environments helps to close the opportunity gap and decrease the achievement gap for those students that are experiencing high levels of success. The model involves purposeful convergence of critical self-reflection, cultural proficiency training, and knowledge of self-determination theory. A brief explanation is provided for each of the model elements as well as a picture of what the convergence might look like and a plan for implementation and future research.