The term “antiracism” has been used increasingly in the past few years in counselor education and other settings; yet, little literature has explored what this idea means in practice in the counseling classroom. Williams, Byrd, and Washington (2021) describe antiracism as a conscious effort – actions that counter racism and its impact on the lives of racially minoritized communities. They call for counselor education to contend with its established cannon, which centers Western European contributions to curricular material and instructional designs, and open avenues by which counselor educators may critically innovate teaching informed by critical race theory (Crenshaw et al., 1995; Delgado & Stefancic, 2017). Meanwhile, counselor education scholars continue to highlight the challenges faced by counseling students who identify as Black, Indigenous, or people of color (e.g., Basma et al., 2021; Hipolito-Delgado et al., 2021; Seward, 2019). In this issue, the TPB Board and Co-Editors seek briefs that feature evidence-based and creative teaching innovations and instructional strategies focused on antiracist teaching and fostering inclusive counseling classrooms. Teaching innovations and instructional strategies may be those that promote the inclusion of racially minoritized learners, those designed to intentionally create inclusive, anti-oppressive learning spaces, or those specifically targeting racialization and race-based stress in the classroom.