Young, predominantly White teachers enter culturally and racially diverse urban classrooms ill-prepared to teach. The resulting cultural mismatch contributes to educational disparities, including academic gaps and punitive imparities. Some colleges of education, aware of the obvious gap, aim to recruit more Black and Brown students to their programs. Furthermore, teacher education programs continue efforts to attend to the obvious gaps in teacher preparation by including culturally responsive and sustaining teaching practices into their curricula. The efforts give teachers the necessary tools to adjust the content, but it does little to help teachers recognize how their implicit bias, in the form of ideological habits, created the need for a culturally responsive curriculum in the first place. This study examined the effect of a critical service-learning class that incorporated an anti-racist curriculum designed to reveal the mechanisms that support and perpetuate ideological oppression in the classroom. The research examined the lived experiences of 12 participants who attended an urban field-placement while learning to recognize and disrupt the ideological habits that lead to implicit bias. The study used the participants' three reflective essays and their weekly journals to understand how their experiences affected their perceptions of urban communities and their White identity development. Faculty/course evaluations provided additional data triangulating the findings. The narrative analysis deconstructed the reflective essays and weekly journals using a critical race theoretical lens and White identity developmental theories. The overall findings revealed that the participants create racialized associations that promote White supremacist thinking. However, the longitudinal analysis showed that participating in the critical service-learning course positively influenced the participants' progression in their White identity development in most cases. Continued efforts to develop classes that challenge racialized assumptions and promote anti-racist identity development are essential for all teacher education programs. Furthermore, a single critical service-learning course is insufficient to prepare preservice teachers with the anti-racist pedagogies necessary for disrupting the ideological habits they bring to the classroom. Therefore, this study concluded that teacher education programs should infuse anti-racist development as an ongoing and progressive aspect of their program. [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.]