This research article reports on the initial findings of a critical quantitative study, which developed and implemented a series of quantitative scales utilizing conceptualizations of racial fragility and anti-racist teacher self-efficacy scales. The scales were administered through a survey and yielded a usable sample of 4770 teachers in Missouri. Specifically, we address the scale development process, theoretical framework, and validation of the developed scales. The process analyzes the Racial Fragility Scale and the Racialized Teaching Efficacy Scale across teacher demographics. Ultimately, this project seeks to better articulate the nuances of non-racist, colorblind teaching in pursuit of moving the field toward an agentic, anti-racist stance in classrooms.