The desire to ignore race in favor of a "colorblind" approach has so permeated the cultural ethos of the US, that many whites, teachers included, fear that talking about race in any capacity leaves them open to accusations of racism. As a result, race has become a taboo subject in many US classrooms. This article explores the implications of the colorblind approach in the lives of students and teachers at a suburban, mixed-race high school. In spite of the friendly environment at the school, white students and teachers expressed a racial identity that was infused with racial tensions over possible accusation of racism. White students' confusion and anxiety about how to discuss race in mixed-race settings coexisted with resentment over perceived marginalization by African Americans. Apprehension over discussing race hindered productive classroom conversations and stopped teachers from addressing evidence of racial inequity. Teachers, administrators, and students need support and training on how to engage in much needed conversations about race.