Higher education continues to explore the revision of existing systems and structures, implementing new models that are more relevant and effective for a racially diverse student population (Almond, Hall, & DeVore, 2020; Burke, 2018). Graduate psychology is no exception, particularly in the current sociocultural landscape where students and faculty are increasingly invested in dismantling systemic injustice and implementing racial justice initiatives (BEA Virtual Working Group on Restrictions Affecting Diversity Training in Graduate Education, 2015; Benuto, Singer, Newlands, & Casas, 2019; Gregus, Stevens, Seivert, Tucker, & Callahan, 2019). This presentation seeks to outline the innovative efforts of one majority-white graduate psychology training program, toward decolonization and decentering whiteness. The presentation is by three early- and mid-career female directors from racially and ethnically diverse backgrounds, who have transitioned into departmental leadership roles early in their careers, and who have been tasked with re-envisioning structures and implementing systems that are socially responsive and guided by racial justice ideals. First, a multi-year transitional framework is offered that describes the need to begin with acknowledgment and lament, moving to decolonization and decentering whiteness, and finally moving to implementation of antiracist initiatives. Focus, however, will be on practical application, including strategies and methods presenters have (and have not!) had success in the processes of decolonizing and decentering whiteness. To that end, presenters will discuss re-assessing equity in the systemic processes of mentor matching, selection of teaching assistants, and practicum placements. Next, systemic transparency and open communication systems will be explored, including strategies that allow for bidirectional feedback and various opportunities for student input. Finally, issues of equity and inclusion in supervision (both being a supervisor and training supervisors) will be addressed. Learning Objectives Participants will be able to: 1. Recognize inequity in existing graduate psychology training program systems and structures. 2. Gain exposure to innovative strategies with which to discuss current events and social justice with students. 3. Analyze and re-assess how decolonization and de-centering whiteness will apply in their graduate psychology training program to include assessing for equity across program initiatives, providing space for bidirectional feedback and processing current climate and social justice issues, and operationalizing decentering whiteness and decolonization across program development.