In this essay the authors discuss some of the ways that critical race theory (CRT) could be linked to critical pedagogy in order to provide a more comprehensive analytical framework to analyze the role of race-class dynamics. This approach will attempt to address some of the gaps and silences that critical pedagogy has had regarding critical theoretical positions on race and racism and the operation of white supremacy in education. However, the authors also point out some of the problems and raise more issues of concern related to critical pedagogy and race in educational research and practice. They connect the tenets of CRT to the current color-blind ideology and discourse in education regarding race studies. They highlight some of the limitations of critical pedagogy regarding the permanence of racism, and how CRT perspectives have been utilized to analyze the racism, coupled with social class bias, sexism, etc., that still exists in education. They present an argument for why there is a need for CRT and critical race studies (more broadly) to connect with critical pedagogy. Finally, they speculate about what lies ahead regarding possible points of agreement and conflicts between CRT and critical pedagogy. (Contains 5 notes.)