The development of racial awareness begins in infancy, continues throughout early childhood, and can shape play behaviors. The present study is a case study in a US pre-kindergarten classroom. The study aimed to examine the ways in which ideas about race and gender manifested within doll play. Participants included two 4-year-old Black girls, their peers, and teachers. The methodology included one researcher observing, taking field notes, conducting informal on-the-spot interviews, and using audio and video recordings as the children played in the dramatic play center with racially diverse dolls and salon props. Data processing included transcribing field notes and recordings and then summarizing these transcriptions. Data synthesis identified broad codes for overall interpretation. Findings revealed that the girls behaved in ways and made choices that displayed their awareness of race and societal ideas about race by how non-Black dolls had privileged status and awarded the child in possession of these dolls privilege. The present study provides more information about the ways in which young children are understanding and grappling with ideas about race. Early childhood educators armed with this knowledge should anticipate gendered and racialized play by their students and should be ready to intervene and utilize such play as teachable moments to counter misinformation about the value of certain groups.