Although race remains a controversial, yet pervasive, issue in society and education, practicing teachers may still grapple with whether race should be a central feature of curriculum and related instructional practices, and/or how race should be interrogated in the classroom. In this article, I discuss results from teacher survey data about their views on the relevance of race talk in their classrooms; their feelings and beliefs about their preparedness to develop discursive raced opportunities; and whether they believe parents, guardians, and administrators would support such discourse inside of the classroom. Implications for literacy teacher education and teacher development are discussed.