This paper examines, through the lens of critical race theory (CRT), beliefs often asserted by self-described, open-minded white educators about their students of color. While these teachers may perceive themselves as liberal and inclusive, their interactions with students of color are shrouded by white privilege which can be disenfranchising to students of color. By countering these ascribed beliefs with research, theory, and qualitative experiences, the authors aim to expose how white privilege manifests within the typical classroom and to invite all white educators to examine their racial attitudes and beliefs. Using CRT, the authors make recommendations for strategies to develop white teachers into white allies.