Research continues to reveal the pervasive racial disparities among students in schools throughout the United States. Just as concerning, research persistently portrays teachers' self-perceptions as not knowing how to talk and teach about race nor do they feel comfortable doing so. This research sought to understand eight preservice teachers' communication patterns when teaching about race. Findings reveal preservice teachers' emerging expression of an antiracist lexicon, portrayed as a continuum of knowledge, vocabulary and perceptions and the competing nuances associated with talking about racial identity. We argue for supporting preservice teachers' development of an antiracist lexicon as a requisite for talking and teaching about race and racial justice in today's schools.