In this manuscript, I present data related to my work alongside Jane Watson (pseudonym), a White female identifying, first-year, third grade teacher in a rural majority-White public school. Over a two-year period while Jane was in her final year at a teacher preparation program and into her first-year teaching, we met through both traditional and dialogic interviews as well as classroom observations. As the results below will show, Jane's goals of instilling Growth Mindsets (Dweck, 2008) in her students expressed during first-year interviews were pushed to the wayside when she entered her first-year classroom. Moreover, goals of being "colorblind" in her teacher/student interactions were reinforced by curriculum content decisions tied state-mandated testing. In what follows, I present the ways public education, neoliberalism, and high stakes testing policies are connected within United States (U.S.) public schools. I include this section to understand the origins of the belief that high-stakes testing is an objective assessment measure for students, a central element to Jane's perception of the importance of testing to inform her curriculum and instructional practices. I then provide the methods and conceptual framework used to uncover the ways the pressures of high stakes testing policies reinforced Jane's belief in the effectiveness of color-evasiveness and diminished her belief in the importance of developing growth mindsets within her students as a first-year teacher.