This talk presents a study within a larger program of research aimed at addressing educational inequity through effective diversity, equity, and inclusion professional development for teachers. Grounded in the literature on the promise and perils of diversity training, the study evaluates an adapted teacher version of the Prejudice Habit Breaking Intervention (T-PHBI). This intervention was developed to address three key recommendations for improving diversity training: (a) using evidence-based programming, (b) targeting and evaluating behavioral change, and (c) adapting interventions to specific implementation contexts. The dissertation study evaluates the effectiveness of the T-PHBI on teachers’ use of praise and reprimands for White students vs. students of color. Using a multiple-baseline design that adheres to What Works Clearinghouse standards, the study provides preliminary evidence suggesting that the intervention may be effective in reducing baseline disparities in teacher-student interactions, particularly for teachers’ use of reprimands with students of color. Future research should build on these promising results by scaling up to larger samples and group-based designs, examining student-level outcomes, and conducting component analyses to identify the active ingredients of the approach and improve its efficiency.