This article examines the impact of racial consciousness on the practice of a group of five exemplary teachers, participants in a long-term professional development program in diversity education. The article draws from transcripts of group discussions in which teachers reflect on the development of their consciousness of race, racism, and whiteness and implications for their work. Teachers provide telling narratives, reflecting common themes that emerged in the data analysis that exemplify their consciousness in practice. They describe supporting students of color, educating about stereotyping, addressing white privilege, and challenging institutional racism. The article points to the value of long-term professional development for fostering critical multicultural education in schools.