Early childhood education (ECE) has traditionally focused on addressing racial and socioeconomic inequity in children’s early childhood experiences through universal implementation of the Developmentally Appropriate Practice (DAP) framework. DAP articulates the requisite specifications of caregiving practices that promote individual learning and development for all young children, yet insufficiently integrates anti-racist and anti-discriminatory pedagogy that can mitigate the negative effects of racism on young children. The historical underpinnings of DAP that reflect the norms and values of White middle-class Americans inhibit enacting anti-racist education and may blind ECE providers from understanding the profound impacts of racism and discrimination on young children. Because White experiences are deeply embedded in DAP, early educators risk positioning children and families of color as cognitively deficient, linguistically lacking, or behaviorally problematic. Unlearning traditional DAP or relearning the integration of it with anti-racist pedagogy is no easy feat. In this chapter, we share lessons learned from an ongoing professional development sequence at an early childhood center that has been using an anti-racist lens within DAP to prioritize intentional communication with children and families about race, reinforcing that race is not a “taboo” subject. This chapter is an example of our community-engaged research and teaching and serves as an extension of the foundational scholarship that critiques traditional DAP and encourages new conversations around anti-racist pedagogy in early childhood education. As social justice educators, our work seeks to advance anti-discriminatory education by disrupting normalized inequitable policies, practices, and subcultures which have historically existed in education settings.