Grounded in Goodwin and Darity (2010)’s five key domains of knowledge, this study examined a group of novice teachers’ knowledge of racial literacy through an analysis of surveys and interviews. Findings indicated that across domains, participants tended to report greater knowledge of aspects of racial literacies tied to more immediate or overt aspects of the construct. However, there was greater variation as respondents rated their understanding of structural and historical aspects of racial literacies. Various factors may have influenced participants’ understanding and practice of racial literacy, including their educational and teaching backgrounds and racial experiences. These findings reveal areas to focus on in our continued research and education of novice teachers’ racial literacies.