This article makes three related points: (1) Curriculum is everywhere, (2) white privilege is a curriculum, and (3) qualitative research provides transformative opportunities. Using a critical race methodology to observe a suburban mall play area, this article (re)conceptualizes white privilege as a public curriculum in the context public pedagogy, arguing that the awareness that develops from this process assists teacher educators, teacher candidates, and their students in creating a more just and equitable society inside and outside the classroom.