Professors of adult education often encourage learners to engage in antiracist practice yet fail to make clear that this is easier said than done. "Teacher transparency" is one way to model adult educators' responsibility to be reflective, problematize practice, and deepen conversation and analysis during antiracist adult education classroom activities. In the paper, we explore the definition of antiracist education, describe the theoretical foundations for and define our vision of teacher transparency, and provide examples and steps for enacting this practice. [For the full proceedings, see ED631897.]