This study examines teachers' beliefs about Critical Race Theory (CRT) in the U.S. educational system. Given the controversy surrounding CRT, understanding these beliefs is crucial for informing professional development, curriculum design, and instructional strategies. The study employed an online survey to assess over sixty U.S. preservice and current teachers' knowledge and perceived importance of CRT. Results indicated moderate awareness and importance of CRT among participants, with significant variability. Newer teachers tended to have higher CRT knowledge, likely due to recent emphasis on diversity in teacher training programs. However, years of teaching experience did not predict the perceived importance of CRT. Despite the controversy, equipping teachers with CRT knowledge is essential for fostering inclusive and equitable learning environments. These findings highlight the need for targeted professional development to address educational disparities and promote an inclusive curriculum. Understanding teacher beliefs about CRT contributes to the broader discourse on educational equity and reform.