Both the history of and the changing demographics within theological education demand a reckoning with the past, a close examination of the present, and a course correction for the future. Critical race theory (CRT), a framework currently under fierce political debate and intense public scrutiny, provides a lens for such a task. CRT is a misrepresented and misunderstood analytical tool that began in the field of law but has since spread to other disciplines including education and theology to study disparities across racial, religious, and gender lines. Although there is no canonical set of beliefs to which all CR theorists subscribe, in general, liberalism, claims of neutrality, objectivity, meritocracy, and colorblindness are rejected. Herein, I argue for the rejection of liberalism in theological education and offer recommendations to counter liberal tendencies in teaching, research, and service in the field.