This exploratory case study examined how elementary teachers engage in culturally responsive pedagogy when discussing their text selection practices in an inquiry based professional development course. Through semi-structured interviews and group meetings with four teachers in a suburban, public school district in Northern California, information was gathered about how teachers examined their pedagogical practices around selecting and teaching literary texts. Teachers also shared their experiences participating in a professional development course founded on local knowledge. Findings included understanding the impact of personal identity on text selection, exploring the relationship between text selection and a teacher's beliefs on the purpose of literature, and demonstrating the need for greater teacher agency in professional development opportunities. Educational leaders are encouraged to utilize this case study to gain understanding of the impact of culturally responsive literature and how inquiry based professional development can fund sustainable pedagogical growth. [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.]