Research suggests that anti-racist teaching is the solution in classrooms to give students the ability to understand the origins of racism and to give them the ability to disrupt White Supremacy culture; however, there is a limited number of studies that look at anti-racist teaching in the classroom. The obstacle and challenge is how to implement an anti-racist curriculum into the secondary education classroom. With high demands from administration, teachers have struggled to successfully reach all students of color. This purpose of this study is to investigate the connection between anti-racist training for pre-service teachers and the effectiveness of implementing an anti-racist curriculum in the secondary education classroom. This study investigates what can be done in pre- and in-service teacher training to help implement an anti-racist curriculum in the classroom and answer why anti-racist work does not happen more often. The results of this qualitative study design and drawing on elements of phenomenology indicated that first-year teachers did not know what anti-racist teaching is and do not know how to implement anti-racist strategies in the classroom; however, participants felt the need to disrupt White Supremacy culture. I interviewed six first-year teachers: identifying as three male and three females. All participants had no more than three years of teaching experience. For each interview, I used questioning techniques to better understand each participant's background information, their teaching experience, and discovered if they used anti-racist teaching in their own classroom. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]