This paper focuses on the experiences of one beginning teacher, studying the ways issues of race and ethnicity are dealt with in a predominately white elementary school. Faced with issues of racism in the classroom, the teacher had no strategies to handle either overt or covert racism, both of which appeared to be condoned by those responsible for her training. It suggests that the gradual elimination of issues such as multicultural education from the teacher-training curriculum has meant that important aspects of professional practice are being left to chance. At a time when racially motivated violence is again on the increase, the drive towards classroom based training in the 'white highland' neglects issues of equality and ethnicity in favor of meeting the needs of the British National Curriculum. (Contains 15 references.) (JDM)