This research was conducted in response to the exit survey of a cohort of Primary PGCE trainee teachers at a UK University in a predominantly White area who indicated low confidence in teaching children from Black, Asian and other minority ethnic (BAME) backgrounds at the end of their course. The research aimed to find out why trainee teachers felt unconfident in teaching children from BAME groups or backgrounds. Using qualitative methods, findings were analysed using a Critical Race Theory framework. Many of the trainee teachers who participated in this research demonstrated a lack of understanding of their own White privilege and a deficit discourse when discussing children from BAME backgrounds. The study explores how ITE, which is often short and already crammed with content, could embed quality training in race and diversity throughout courses in a way that will both challenge individual perceptions and encourage trainee teachers to examine structural barriers within schools.