The chapters of this book are the intellectual products of the New Race Group of Legal Studies or more commonly referred to as the critical race theory (CRT) movement. Originally, a theoretical movement in the field of law, CRT has expanded to include scholars in the social sciences, humanities, and education over the past decade. My colleague Gloria Ladson-Billings and I co-authored a paper “Toward a Critical Race Theory of Education” initially presented at the 1994 annual meeting of the American Educational Research Association (AERA) held in New Orleans, Louisiana, and ultimately published in Teachers College Record (Ladson-Billings & Tate, 1995). The purpose of this chapter is to provide a brief discussion of my thinking about CRT in educational scholarship more than ten years after the presentation of that initial paper and to offer recommendations for scholars interested in building on and moving beyond this theoretical project. My remarks are framed as a global response to the chapters of this volume. As way of background, I review part of my academic background as it relates to CRT and education. Specifically, my purpose is to provide relevant history related to the development of the initial CRT and education paper co-presented at AERA in 1994.