Based on data from an ethnographic study of teachers, the author applies analytical tools from critical race theory to make sense of how teachers made decisions about classroom placement in an elementary school in the U.S. South. The article is organized around the questions, In what ways did teachers in this study make sense of race in classroom placement decisions? What implications might this have for teachers and teacher education? Findings are organized and analyzed in three sections: the melting pot framework; legit, mixed, and others; and everybody needs to be put in a box. The author provides specific recommendations for making race-visible classroom placement decisions and shares implications for the role of teacher education in preparing teachers to make race-visible decisions