Increasingly, educators in the biological and social sciences teach about the concept of race from a social constructionist perspective. Scholarship on race pedagogy suggests that to fully appreciate the complexity of race, students must be able to both deconstruct multiple false beliefs about the fixed nature of race (i.e., racial essentialism) and be able to articulate the sociopolitical development of race (i.e., racial nominalism). In this study, a "knowledge in pieces" theory provides a framework for examining students' learning about multiple beliefs about race. Participants (N = 116) were recruited online and were randomly assigned to watch either a video about the social construction of race or a video about stereotypes. Participants completed multidimensional measures of racial essentialism and racial nominalism before and after watching the videos. As predicted, participants in the social construction video condition showed significantly greater decreases in genotypic and behavioral racial essentialism but surprisingly showed moderate increases in phenotypic essentialism, relative to changes among participants in the stereotype video condition. Moderation analyses explored how changes in racial essentialism were concurrent with changes in racial nominalism, and whether these concurrences depended on which video participants were exposed to; for example, in the social construction video condition only, decreases in genotypic and behavioral essentialism concurred with increases in sociopolitical nominalism. Findings are discussed in light of pedagogical and curricular strategies for teaching the social construction of race.