The nature and relevance of race and racism make it a critical topic to explore. We assert that social studies classrooms are appropriate places to engage in that exploration. However, although there are myriad resources to support teaching about racism, many teachers largely avoid the topic. To address this challenge, we used a classroom-based research design to devise and to implement learning activities directly to conceptualize race and racism with 32 students in 1 teacher's Advanced Placement U.S. history class. The learning sequence involved pre- and post-unit measures as well as small group and individual formative activities, including primary source, image analysis, and photovoice presentations. Findings suggest that implementing learning opportunities specifically focused on conceptual development supported some learners' deeper conceptualization of race and racism. Others, however, were challenged to move beyond these concepts as narrowly constituted, time specific, and less than relevant in their lives. We hope that these findings will inform educators seeking to help their learners' conceptual understanding of a topic that runs deep in our social studies curricula and in our society at large.