Underscored by a long overdue call to challenge racism in teacher education (TE), we set forth to examine our own university TE classrooms to understand how we are both perpetuating and disrupting systemic racism and decentering whiteness, such that we can move toward sustained antiracist pedagogy for ourselves, our institutions, teacher candidates, and school communities. Undergirded by Critical Race Theory, this paper presents the development of an "Antiracist Pedagogy Course Audit" -- a tool to develop instructor capacity to engage in critically reflective practices in five key areas: 1) Instructor Critical Consciousness; 2) Understanding Students' Backgrounds and Experiences; 3) Course Readings and Content; 4) Classroom Learning Environment; and 5) Assignments and Assessments. We describe early implementation, process-oriented mechanisms for adaption, and applications of the tool in an early childhood education teacher education course.