This article explores preservice teachers' (PSTs) experiences engaging in a program initiative blending antiracist teaching and project-based learning (PjBL) to create an antiracist PjBL. Informed by critical race theory and racial literacy theory we used children's literature as a catalyst for engaging PSTs in sustained conversations about systemic racism and its impact on curricular and instructional decisions. We focused on three major antiracist PjBL practice markers: (1) building knowledge of the experiential histories and contributions of diverse communities marginalized by society; (2) developing content and pedagogical knowledge that embrace antiracist pedagogies; and (3) bridging coursework towards calls to action. We share a description of how the antiracist PjBL surfaced across the program and informed PSTs' understanding of asset-based pedagogies and curricular decisions.