This study explores the framework of racial literacy. The term "racial literacy" has been used with increasing frequency in recent years; however, there are varied ways that the term is conceptualized and utilized. In some educational research studies, the term is only briefly defined and/or conceived of as something to achieve once and for all. Our study fleshes out the theory, drawing on foundational scholarship of racial literacy, empirical studies using racial literacy in teacher education, and the field of English/Language Arts to explore the nuances of 'literacy' as they relate to the framework and insights from our research project on teacher candidates' racial literacy. We define racial literacy in our context and illustrate it with data from a two-part research project that examined (1) student response to racial literacy teacher preparation curriculum and (2) self-reflection and peer feedback in developing and teaching antiracist pedagogy. It is vital for teacher educators to remind themselves that race work is a process, one that can be messy and uncertain. We argue that the racial literacy framework is productive for teacher educators working with teacher candidates due to its developmental, ongoing, non-linear nature.