This study focuses on the personal experiences and contexts that influenced the racial awareness of three White bilingual teachers. Using Bourdieu's theories of habitus and field and discourse analysis as a framework, this study sought to understand: (1) how and which contexts contributed to a White teacher's understanding of racial constructs such as institutionalised racism, White privilege, and oppression; and (2) how and which aspects of their pre-service teacher education programme deepened their understanding of these issues. Findings suggest that study participants entered the program with disparate understandings of institutionalised racism, struggled with their privilege, or did not place themselves within the discourse on White privilege. Additionally, findings showed that the courses necessary for bilingual certification pushed study participants to consider what it means to be a White bilingual teacher.