This study reports on a race-focused case designed for use in online mathematics methods courses to encourage preservice teachers to talk about race, including the racial injustice observed in an authentic mathematics classroom situation and how a teacher might respond. Using the theoretical lens of Racial Noticing alongside the 8S Framework for Race Talk, findings indicate that preservice teachers, when prompted with the case, were able to recognize racial phenomena and identify both verbal and practice-based responses they would make as the teacher. Navigating online community dialogues also presented unique benefits and tensions in how to engage in conversations about racial noticing competencies. We argue that preservice teachers must be prepared to notice racial phenomena and develop skills for responding and that mathematics methods courses, regardless of the in-person, online, or hybrid setting, need to provide intentional activities that call attention to race and racism in mathematics classrooms.