Color-blindness, the ideology that "race should not matter" in how individuals are treated, is often confused with "race does not matter" (Neville, 2000). The historical, social, and political origins of color-blind racial attitudes are outlined here. Developmental and constructivist theories are used to illustrate how teachers' use of the color-blind ideology may hinder students' critical thinking skills and inadvertently affect their cognitive growth. Research documenting color-blind practices in schools is presented, and variables that may affect teachers' ability to adopt color-conscious practices are reviewed. Teaching about the consequences of color-blindness to pre-service teachers can make them aware of how this ideology may affect their practice.