The racial and ethnic makeup of the United States is in constant flux and is expected to experience substantial increases over the next four decades. The problem the American educational system face is attempting to problematize race/racism in its educational system and creating a system to counteract that. The disparity we face grows as teacher education programs graduate primarily White female teacher candidates, who express trepidations teaching students of diverse populations. I explore specific confines of urban schools, as a starting point to establish a strong theoretical rationale for the continued investigation of a race-based analysis of CRP, in science. I also propose an inclusive model for teacher preparation that embraces critical conversations about race.