Racial disparities in educational opportunities and outcomes continue to plague public schools in the United States (U.S.) and are becoming increasingly salient in suburban schools where major shifts in racial demographics have occurred in recent decades. An emerging body of research and practice-based interventions seek to build the capacities of white educators, who make up the vast majority of teachers in U.S. schools, to respond productively to these changes through engagement in meaningful conversations about race and racial inequities. Based on a qualitative case study in a suburban high school in the Midwestern U.S., this article contributes to this area of scholarship by documenting how white educators experience the evolution of their thinking over the arc of their participation in a year-long critical book study.