There is a near unanimity among researchers and practitioners about the need to recruit and retain more teachers of color. Diversification of the teaching ranks has clear benefits. This brief contends that the push for diversifying the teaching force must be scrutinized within the context of larger patterns and structures of racial injustice, and should be pursued as part of broader efforts toward equity-oriented school reform. The authors offer questions that those concerned with the diversification of the teaching force might consider as safeguards to promote a focus on strategic essentialism and the transformation of schools.