This article examines the experiences of racialized graduate students in science, technology, engineering, and mathematics (STEM) programs at one Canadian university. There is virtually no research on racialized inequity and STEM higher education in the Canadian context despite a robust body of literature outside of Canada, especially in the United States. Based on 25 indepth, semi-structured interviews, this article explores the experiences of racialized graduate students in STEM through the lens of the new racism and colour-blindness. Seven racialized dimensions were reported by the participants: stereotyping, being undermined, microaggressions, subtle discriminatory experiences, inequitable funding, resistance to dealing with racism, and performative EDI as a response to racism.