This qualitative case study explores the perceptions of fifth grade students in a predominantly White school and community about race, analyzes the effects on student learning when Common Core Language Arts instruction is blended with the Teaching Tolerance Anti-Bias objectives (Southern Poverty Law Center, 2014a), and describes the tensions and issues that emerge when a standards based curriculum is taught from a Human Relations approach to multicultural education (Grant & Sleeter, 2003). This study focuses on the systematic integration of issues of race and racism within the confines of a standardized curriculum. A thematic analysis of the students' initial perceptions about race showed that the students were unsure how to define race, perceived race as a Black and White dichotomy, did not consider themselves to be racial beings, and felt uncomfortable talking about race. A thematic analysis of authentic student work exhibited learning within all four Teaching Tolerance Anti-Bias domains. Students described their identities, understood that group identities were only a part of one's identity and appreciated differences. Students exhibited curiosity about and acceptance of diverse lived experiences and desired to get along with all people. They also increased their awareness of injustice and unfair treatment, rejected discrimination and oppression, reported willingness to speak out against injustice and realized the importance of working with others when advocating for a more equitable society. The students showed progress in all four domains and simultaneously mastered content standards, evidenced by the American Institute for Research test scores. Issues that emerged throughout the course of the study included students' discomfort and insecurity when talking about race and the inability for some students to move past the color-blind ideology. Additional roadblocks included resistance from colleagues and the intersectionality of race and social class. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]