Located across 30 different states, there are more than 1,700 symbols of the Confederacy including 772 monuments and statues on public property, and 100 schools named after prominent Confederates. Questions about the appropriateness of keeping these tributes to the Confederacy in places of honor have become flashpoints for public controversy in many communities. Young children may encounter symbols glorifying prejudice and inequity when visiting public spaces with monuments memorializing racists, attending schools named for an avowed racist, or watching evening news reporting on the activities of white supremacists. Scholars have documented that when that happens, children need cognitive and emotional tools to process their experiences in a thoughtful and informed manner. In spite of the fact that some educators appreciate the importance of counteracting messages of racism, they can find it difficult to enact lessons (or even have informal conversations) around issues of racism and social justice. To address the discomfort or lack of confidence and expertise that teachers may feel, this article describes a justice-based project implemented by 26 preservice teachers pursuing early childhood (birth-through-third-grade) education certification. In addition to findings related to the process and impact of the project, this article includes a description of the project's 10-week implementation, which involved 9 first graders, 15 second graders, and 11 third graders. The goal of this article is to inspire teachers to become familiar with justice-orientated pedagogy and embark on efforts to engage in justice-based work in their own classrooms.