This dissertation explored how a Computer Science for All (CSforALL) Research Practitioner Partnership (RPP) conceived of and addressed equity through their professional learning community (PLC) structure. Through an adapted equity framework, I analyzed qualities of equity literacy, as defined by Gorksi and Pothini (2018), as well as access and participation of three centrally located PLCs. Using qualitative methods, I examined the meeting artifacts, such as agendas, meeting notes, and video recordings, in order to understand how equity literacy developed over time. I also examined if and how established protocols, commonly used to facilitate collaborative work in PLCs, promoted equity literacy. Over time, PLC members were able to engage in dialogues that helped develop their equity literacy, particularly their ability to recognize, redress, and begin to create and sustain an environment that promotes equity. Further protocols were found to support equity awareness and some reflective discussion. Ideas for further research and proposed shifts for protocols to encourage development of equity literacy are also included.