This study contributes to ongoing conversations about mechanisms to support preservice teachers, especially those who are White and middle class, in learning about race and racism in preparation for teaching in diverse settings. We use the frameworks of Critical Race Theory and racial literacy to inquire into the ways that two cohorts of undergraduate students took up issues of race and racism during an urban education fellowship. This qualitative study uses data from a program in which participants attended professional conferences, teacher inquiry community meetings, and on-campus meetings over the course of one semester. Using field notes, interview transcripts, and artifacts, thematic analyses indicate that each space of the fellowship offered a unique opportunity to learn about race and racism. Conference spaces introduced fellows to new frameworks, while inquiry community meetings spaces offered fellows visions of practicing teachers grappling with race-related challenges, and on-campus meeting spaces allowed fellows the chance to process personal experiences. Findings suggest that teacher educators should consider ways to create multidimensional opportunities beyond the confines of university-based courses or field placements to allow preservice teachers to develop their racial literacies.