This qualitative study explores the techniques, materials and processes of a Black teacher and a White teacher who introduced issues of race and racism in their team-taught high school class. The teachers explicitly put the issues of race and racism on the table, asked questions that challenged students to think about the topics, and used race-related curricular materials and assignments. The teachers' initiative encouraged the students in the class to speak out about the language and meaning of race and racism. (Contains 4 footnotes.)