In this study, urban public school teachers participated in grant funded professional development with a focus on culturally relevant pedagogy. The professional development fostered co-teaching by history and social studies education professors to help improve the pedagogical practices of participating teachers. White female teachers participated in this research. Data collection included grant evaluation reports, focus group interviews, and observations. In addition to describing the grant, the authors examine White teachers' pedagogical practices in schools that serve primarily Black and Latino student populations.