Whilst Black and minority ethnic (BME) recruitment to initial teacher education (ITE) in the UK is increasing, completion rates are lower than for White students, and this study reports the experiences of BME student teachers on a primary postgraduate programme that had been particularly successful in increasing recruitment of BME students. Amongst some positive experiences, they report concerns about social isolation, stereotypical attitudes amongst White peers and instances of overt racism, particularly in school placements. Whilst conscious of the distinctive contribution they are able to make to schools, the student teachers are aware of the dangers of marginalization where their contribution is solely defined by their ethnicity. This paper draws attention to the parallels between these experiences and those revealed in similar studies undertaken up to two decades ago. It explores possible factors behind the persistence of these experiences and questions the effectiveness of the 2000 Race Relations (Amendment) Act in promoting race equality. The findings are discussed in the light of literature exploring the concepts of structural racism and "racialized" discourse. (Contains 6 tables and 5 notes.)