The teaching force in the United States is largely White, female, and unprepared to acknowledge the significance of being White and work effectively with a racially diverse student population. To better serve students of color, teachers must be able to understand their own racial identity to be able to respectfully acknowledge the racial and cultural differences of their students. The purpose of this study was to understand the experiences of White teachers in racially diverse schools and whether, and in what ways, this has impacted their White racial identity. Specifically, this study examined the potential impact of recent social and political events and attitudes regarding race and racism. This case study conducted a series of three interviews with four White teachers with at least two years of experience in a racially diverse school. Helms' (2020) White Racial Identity Framework was used as a conceptual framework. Through data analysis, four themes emerged: (1) Teachers viewed their mindsets more positively than the mindsets of others, (2) Teachers' learning about race acted as a catalyst to racial awareness, (3) Teachers changed practice to address race, and (4) Teachers feel their own efforts are insufficient to address systemic inequity. The study concludes by offering answers to the research question and implications for practice and further research. Insight gained from this study will be helpful for teachers and leaders in K-12 schools that aim to increase the racial understanding and competence of teachers. [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.]