The examination of race and racism has been largely absent from much of social studies research and theory. Despite the growing racial and ethnic diversity in the nation's schools, many social studies teachers lack a theoretical framework to help students learn about, analyze, and discuss the role that race and racism have played historically in the United States. Using a critical race theoretical framework, this study documents the findings from a study in a middle school U.S. history classroom that was centered on students' interpretations of race relations in the United States. The findings from this qualitative study indicated that students viewed this particular class as helpful in understanding race, and subsequently race relations. However, they felt their previous social studies classes had not been useful in helping them develop greater racial awareness. The primary themes that were identified from the students' data were the invisibility of race, the role of the social studies in creating dialogue about race, and the improvement of intergroup relations. The author concludes with a call to action in terms of how social studies theory and practice can play a vital role in initiating and sustaining a dialogue about the importance of race. (Contains 1 note.)