In this research, the author shares findings from a study of how national fantasies about the United States are imagined and expressed in the curriculum and pedagogy of a U.S. high school civics course. Focusing on specific classroom moments, the author considers how both the teacher and her students racialize the national fantasies that appear during the lesson. The author argues for educators to consider how racialized national fantasies must be addressed to support anti-racist curriculum and pedagogy.