In this study, the author examined how five white preservice teachers in a secondary social studies teacher education program embodied, wrestled with, and resisted whiteness. Drawing on literature from whiteness studies and antiracism, this study utilized the analogy of a swimming pool to discuss how participants constructed their identities in relation to whiteness and antiracism. Findings indicated that participants demonstrated a fluidity of positioning as they invested, reinvested, and divested from whiteness. Despite prolonged attention to antiracism, participants struggled to disrupt whiteness and white supremacy throughout the duration of the study, which was demonstrative of the complex, interlocking relationship between whiteness and social studies education. Implications for antiracist social studies teacher education are also discussed.