As researchers try to understand, improve, and equalize U.S. schooling, we talk too little about how to study race well. It is particularly crucial, I argue, that researchers struggle to interrogate education's familiar racial practices more self-consciously and strategically. I suggest that researchers "race wrestle" by struggling with race on two levels: researchers can (1) learn from the everyday struggles over race already taking place in U.S. schools and (2) struggle more actively with race talk and analysis in our own research. I argue that refocusing analytic attention on everyday struggles over race in educational practice and research is a necessary strategy for moving forward toward racial equality.