The argument of this chapter is that whiteness structures pedagogical relations across a number of sites--sociohistorical, occupational, and organizational. In so doing it racializes, without seeming to, the work of educators and so also their goals as they create the possibility of new social and economic futures for learners. In the remainder of this chapter, the author identifies the key issues from a growing body of literature on whiteness that informed a research study of vocational educators' reflections on their experiences of exploring whiteness in an undergraduate teacher education course. Next, she outlines methodological issues associated with the study, including a brief overview of the university course she developed to explore these issues. She offers an analysis of postcourse interviews demonstrating how educators engaged with the racialized dynamics of vocational training. She closes with comments on the challenges this poses for the content of university teacher education programs for vocational educators.