The current makeup of the PK-12 educational workforce is largely White persons. However, the demographic makeup of the student body is soon to be a majority of students of color. This is problematic due to the disproportionate statistics of students of color being suspended at higher rates than White students, the "achievement gap" language surrounding students of color, and deficit-based narratives. White educators who do not possess a critical consciousness of race will uphold these inequities towards students of color. This post-intentional phenomenology with narrative and heuristic inquiry sought to understand the phenomenon of White educators who have developed a critical consciousness of race. The participants' experiences were detailed through the process of post-intentionality. This study acknowledged the gap in literature about White educators' development of a critical consciousness of race. Findings revealed that participants had a shared journey of development including (a) the White bubble; (b) lack of calling; (c) I am a part of the problem and I have a choice to do better; and (d) moving towards action and continual learning. The results from this study have implications towards the development of a critical consciousness of race in early childhood and PK-12 settings in addition to professional development in universities and school settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]