White teachers see racial diversity in the schools as a "necessary evil." Common beliefs are that (1) Black students are saved by nurturing White teachers and well-behaved White children; and (2) White students learn from "disadvantaged" Black children the dual lesson of empathy and gratitude. A pilot project in the fall of 2010 studied racial diversity education and experiences with racial diversity through six teacher interviews. This study used qualitative methods, informed by case study (Stake, 2000) and grounded theory (Corbin & Strauss, 2008) traditions. Continued research is needed to uncover how to dismantle the structures and ideologies behind racism.