This article builds on a case study about how teacher education students may actually learn racism through their program. It employs an analysis of how new racism is operationalized in today's sociopolitical contexts. Field placements and knowledge taught about various groups are critiqued as major teacher education reform efforts that particularly facilitate teaching racism. It seeks to examine and theorize about this occurrence through an analysis of new invisible forms of racism, power, and whiteness. It finally explores how this racism can be unlearned through reanalyzing teacher reform efforts and choosing to purposefully center programs on a systematic analysis of how these invisible operations shape programs and unintended program outcomes.