As the racial and ethnic make-up of the United States (U.S.) further diversifies, the need for open dialogue around stereotypes and discrimination intensifies. Schools can provide students with the opportunity to begin to unravel the complexities of race and ethnicity. Students in bilingual classrooms inevitably bring up the issues surrounding intra-and inter-group conflicts. This study looks at how bilingual teachers from four ethnolinguistic groups address these unplanned micro-interactions. A bibliography is included.