This qualitative case study explored how two White teacher candidates understood and conceptualized racial profiling in the wake of Trayvon Martin's murder. The teacher candidates were interviewed about their experiences with profiling in educational contexts. One participant conceptualized racial profiling as intrinsic to her understanding of the educational experiences of students of color and articulated that profiling contributed to her broader understanding of racism. While the other participant regarded profiling as relevant to educational contexts, she found some truth in profiles and stereotypes of people of color and reported "colorblind" approaches to teaching and learning. Implications for teacher education and future research are discussed.