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This paper describes and appraises the use of retrospective interviews as a methodology to capture how individuals learn race and racism over time. We draw on two studies that employed these methods as one way to uncover what Ball (2020) terms the “curriculum of white supremacy,” a framework for understanding how race and racism are systematically constructed through experiences in schooling. The paper explains two different approaches to talking with people about their memories and experiences in school, and presents preliminary findings from analyses of these conversations. We then step back and appraise the methodology, including its affordances, challenges, uniqueness, and limitations.