This study examined the race talk of teacher education students in the context of colorblind ideology. Analysis revealed five integrated themes: (1) racial socialization; (2) feeling and dealing with race talk; (3) abstract liberalism; (4) the pitfalls of good intentions; and (5) institutional challenges. The findings pushes the field to consider (1) a more comprehensive understanding of colorblind ideology; and (2) implications for teacher education programs. [For a related dissertation, see ED579581.]