This dissertation study researched early childhood faculty’s (Pre-K-2nd Grade) conceptualization and enactment of anti-racist pedagogy. In light of the current events of the last few years, many schools have made stated commitments to anti-racist pedagogy (ARP), but some faculty have expressed frustration moving theory into practice. This exploratory study used qualitative methods to collaboratively investigate the problem. Semi-structured interviews, video, video elicitation interviews, small group reflection, and document and archival review were used. This collaborative research allowed early childhood faculty to create a school definition of anti-racist pedagogy and create action steps for the school community. Teachers universally recognized the importance of addressing issues of race and racism with young children, emphasizing the need for proactive efforts to challenge misconceptions and societal narratives surrounding race from an early age. They acknowledged the necessity for continuous self-reflection and a critical lens in teaching practices, highlighting the importance of ongoing learning and responsiveness to evolving understandings of racial dynamics. Additionally, educators emphasized the crucial role of teacher-student relationships grounded in cultural competence and empathy in fostering inclusive environments where all students feel valued and supported. This study revealed how educators' racial and social identities influenced their perspectives on anti-racist pedagogy, with White educators grappling with questions about their suitability to teach Black children about race and Black educators emphasizing the importance of representation and pride in working with students of similar backgrounds. Despite these challenges, teachers demonstrated a commitment to empowering students to become agents of change within their communities through social justice education, integrating various strategies to foster a sense of empowerment and advocacy. Teachers encountered barriers and challenges in translating anti-racist theory into classroom practice, including fear of discomfort, uncertainty about age-appropriateness, and difficulty in finding balance when discussing complex topics such as historical injustices. Additionally, they expressed a need for clearer guidelines and support structures to navigate these challenges effectively.