Early adolescents undergo immense developmental changes which consequently impact their middle level educational experiences. These changes are also mediated through social forces such as race, class, gender, and sexuality. Despite the intersection of early adolescent development with social and institutional forces, critical concepts such as race are omitted in general discourses of middle level education as well as the developmental changes experienced by 10-to-15 year old children. Thus, it is important that the leading body for middle level education, the Association for Middle Level Education (AMLE) and their doctrinal text, "This We Believe", explicitly address the nexus of race, early adolescent development, and middle school. In this article, I draw upon critical race theory as a theoretical framework and critical race discourse analysis as methodology to examine how "This We Believe" fails to negotiate the racial realities of early adolescent development and middle grades education for students of color. Findings indicate "This We Believe" utilizes colorblind discourse to create a majoritarian narratives of middle level education and early adolescent development. These majoritarian narratives ignore the centrality of race and position racial difference as deficit. In conclusion, I offer three alternative statements to "This We Believe" critical educators can adopt that are attentive to the intersection of race, adolescent development, and middle grades education.