The author presents ethnographic data drawn from an 18-month critical qualitative case study to examine how one white preservice teacher attempts to resist normative whiteness in her student teaching classroom. The author discusses the potential such moments hold for deepening white preservice teachers' sociopolitical consciousness and supporting their movement toward antiracist practice. The findings suggest that white preservice teachers' acts of critically conscious resistance--however tentative--can be recognized by teacher educators as both "signposts" that signal movement toward antiracist practice and "turnouts" that hold possibility for deepening their learning.