This study examined the ways in which White teachers talk about facilitating conversations about race in their classrooms. Through semistructured interviews of eight teachers in a suburban school district in Central California, information was gathered about how teachers talk about race or avoid talking about race in their classrooms and what these teachers had to say about facilitating conversations about race and racism in their classrooms. This dissertation was written in order to bring to light language, trends, and themes that contribute to passive behavior and behavior that only perpetuates our current racist state of society. The goal of this descriptive case study was to illuminate the nature of these conversations so educators serving in many roles may better understand the experiences of White teachers as they navigate potential discomfort, fragility, and whiteness in the midst of race conversations, and adjust their practices in order to better serve students in their capacity as educators. [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.]