There is a prevailing myth that young children do not notice race (Doucet & Adair, 2013; Hirschfeld, 2012). While, in fact, infants as early as three months old notice race (Bar-Haim et al., 2006; Kelly et al., 2005). If numerous early childhood educators find discussing race and ethnicity inappropriate for young children, children could be left to figure out race and ethnicity using the products of our society that praise some groups and negatively depicts others (Doucet & Adair, 2013). This study sought to increase the knowledge of racial awareness in young children by utilizing teacher observations of their students' play with racially/ ethnically diverse dolls. Thus, the purpose of this exploratory study was to explore racial awareness and racial attitudes through the racial discourse present in the dramatic play of children in the preschool classroom. Knowing more about how children are making sense of race and ethnicity in their play provides insight in how early childhood educators can address race and ethnicity in classrooms and what specific issues could be of interest to their young learners. The intention of this exploration was also to learn more about the ways in which early childhood teachers notice and describe racial bias and racial attitudes in the doll play of their preschool students.