American colleges and universities have been called upon to provide equitable career preparation for an increasingly racially diverse student body, yet little research has been done to examine understandings of racial equity among career professionals. This qualitative case study examined perspectives on racial equity among career professionals in a university career center. Career center documents were analyzed, services were observed, and semi-structured interviews (N = 11) with center leaders, staff, and students were conducted and analyzed using Reflexive Thematic Analysis. Data was interpreted through the lens of colorblindness, a conceptual model which promotes the minimization or denial of race and racism. Findings illuminated the presence of different dimensions of colorblindness--interpersonal, educational, organizational, legal, and societal--in the perspectives of participants, including tension around staff and administrator awareness and consideration of race in their practice. Implications for career research, policy, and practice are discussed.