Scholars often use Critical Race Theory (CRT) and Bourdieusian analyses with the aim of studying inequities in education. Despite their usefulness and popularity, a theoretical discourse between the two frameworks has not yet transpired and the two are sometimes constructed as incompatible, if not at odds. The argument in this essay is three-fold: (1) CRT has never fully engaged with Bourdieu's Theory of Practice, (2) Bourdieu's Theory of Practice and CRT, although distinct, are not necessarily in opposition, and (3) CRT and Bourdieusian concepts have the potential to inform each other, resulting in a more nuanced engagement of the interplay between structure, agency, and racial realities in education.