This qualitative case study examined exit-credential papers from a teacher preparation program to explore how pre-service teachers discussed racial positionality in relation to teaching for social justice. Framed by a Critical Whiteness perspective, the pre-service teachers' papers revealed that out of the cohort of twenty-four, only seven White PSTs identify their race. These seven do so within the context of racializing their students. This study has implications for teacher preparation programs, as important arenas for teachers to commit to developing a consciousness of their social positionality and bring a critical lens to structures of power.