Teachers inherit and experience historical and current identificatory racial meanings born of social inequality that inform their teaching. Such meanings may undergird White teachers' lower expectations for Black youth as opposed to those of Black teachers. In accord with other studies, this inquiry addresses the invisibility of Whiteness as privilege in White preservice teachers' identities to promote equality in classrooms. It examines the place of race in their narrative self-constructions informed by personal and social histories, the impact of a revised course on their racial identities, and implications for their projected work with youth. Narrative and questionnaire analyses reveal preservice teachers' acknowledging or disavowing race and privilege as dimensions of their identities informed by personal historical experiences. The course promoted change in meaning-imbued identities of preservice teachers and fostered their curricular and relational projections for teaching youth. This inquiry highlights the importance of self-knowledge and historical inquiry in fostering problem-posing education and in disruption dominative societal racial meanings internalized by teachers. Limitations of the politics of recognition are addressed.