The purpose of this study was to investigate five White teachers and their teacher preparation programs' effectiveness in preparing them to educate African Americans in the United States. Using critical race theory, Black psychology, and critical Whiteness studies, I found four main themes: (a) the "White Filter," (b) Absence of African American Discourse, (c) Black is Invisible in the Classroom, and (d) the Fear of Blackness. The teachers displayed a surface level consciousness that contributed to their deficit understanding of African American psychology, African American racial identity development, critical Whiteness studies, and the development and White racial identity. Additionally, this study displayed the importance of having Black psychology courses embedded in teacher preparation classes, and critical whiteness studies and Black critical pedagogy courses where teachers can develop their own critical consciousness of Black racial identity development to examine critical Whiteness studies and Black psychology to teach and support the development of African American racial identity. [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.]