Student development theory has been used to make sense of attitudes, behaviors, norms, and outcomes among college students since the late 1970s. In addition, educators, administrators, and researchers rely on theories of retention and student success, organizational development, learning, and campus environments in their efforts to understand diverse groups of students (McEwen, 2003, Torres, Howard-Hamilton, and Cooper, 2003). Although these theories contribute substantially to higher education and student affairs work, they are limited in their use of language about race and considerations of the roles of racism in students' development and learning. The purpose of this article is threefold. First, the authors highlight the value, role, and uses of theory in higher education and student affairs, as well as the omission of race, racism, and racial realities in the theories commonly used in the profession. Second, they introduce critical race theory as a framework for not only understanding their use of theories, but also for guiding practice on college and university campuses. Third, they address the intersection of race with other identities (Jones and McEwen, 2000; Abes, Jones, and McEwen, 2007; Robinson and Howard-Hamilton, 2000) and offer recommendations for practice.