In light of the demand to make race a central part of our teaching and to incorporate the study and discussion of race into our systems of education, this paper examines the origins of race-based curriculum found in institutions of higher learning that influence social studies teaching in the public schools. More specifically, this research interrogates the disconnect evident in examples of harmful race-based teaching practices in the K-12 classroom by examining the intellectual trajectory and intersection of race, pedagogical theory and practice within teacher education programs. These well-intentioned teachers taught topics connected to race in very problematic ways, but ones that were still grounded in highly regarded student-centered and kinesthetic activities based on culturally relevant topics. This pedagogy is grounded within the framework of Progressive, Constructivist, Multicultural, and Culturally Relevant Education adopted by many colleges of education. Though such practices constitute the canon of education theory and pedagogy, they lead to problematic discussions of race that preclude much needed, structured and genuine discussions about race without appropriate professional development.