Author Richard Milner IV is a Cornelius Vanderbilt Endowed Chair of Education in the Department of Teaching and Learning at Peabody College of Vanderbilt University. The author of numerous articles and seven books, his research focuses on urban education, teacher education, and African American literature. Throughout his career studying the relationship between race and teachers' instructional practices, Milner writes here that he has learned that many teachers may not fully realize the importance of this relationship and how it plays out in the classroom. He argues that racial tensions in the classroom tend to stem from a racial divide between teachers and students. The evidence is clear that white teachers can be and are successful teachers of students from varying racial backgrounds. However, the research shows that they are successful because they build not only their knowledge of content and instructional skills but also their knowledge of how race and racist acts still influence society and education. As challenges related to race intensify in schools, Milner stresses the necessity for teachers (prospective and practicing) to: (1) Build knowledge about race; (2) Talk more often about race; and (3) Plan and enact curriculum and instructional practices focused on race with students of all races and backgrounds in schools.