We designed and implemented a hybrid elementary social studies education elective focused on antiracist teacher education, place-based teacher education, and archaeology with partners at an historic site, James Madison's Montpelier. Our action research study indicates that, in the midst of injustices highlighted in 2020, participants engaged in meaningful race reflection in ways that demonstrated shifts toward becoming more antiracist individuals and teachers. Purposeful course work and interactions with course texts and participants, as well as the power of the place itself, supported students' race reflections toward increased racial awareness and understandings of how to facilitate their future elementary students' racial literacy. Implications include that critical place-based experiences have the potential to serve as powerful learning experiences to prepare preservice social studies teachers to teach children about race and racism.