Afterschool programs play a significant role in the lives of minoritized students, offering a safe space for them to develop academically, socially, and emotionally. Program administrators are responsible for the oversight of the organization and must ensure that all staff members receive the necessary professional development to impact the lives of the students and families they serve. The purpose of this qualitative study was to understand the professional development needs of afterschool and out-of-school time administrators regarding culturally relevant pedagogy. The study was framed in culturally relevant pedagogy as theorized by Gloria Ladson-Billings. A case study methodology using interview data from 5 afterschool program administrators and a document analysis addressed the three research questions. Using a thematic data analysis, three themes were derived from the data: (1) making meaning of culture; (2) seeking knowledge; and (3) impact of awareness. While the findings of the study revealed that afterschool programs engage in culturally-related activities, there was a lack of awareness and intentionality to institute the tenets of culturally relevant pedagogy. In order to build the understanding of these paraprofessionals, culturally relevant training should include activities that demonstrate disparate treatment, offer opportunities for collaboration and illustrate ways to link current practices to the theory of culturally relevant pedagogy. Moreover, administrators must understand the content so that they can, when necessary, deliver the training to their staff with fidelity.