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This study examines egalitarianism as an ethnic-racial socialization message used by teachers with 8–12 year old children in four socio-demographically diverse elementary schools in Melbourne, Australia. The three main types of egalitarian messages identified are i) procedural-justice color-blindness, ii) distributive-justice color-blindness and iii) colormuteness, and each is explored in relation to how teachers talk to children about racial, ethnic and cultural diversity, and racism. We conclude that teacher confidence and capability, and to a lesser degree, school context, influenced the types of egalitarian messages used about diversity and the extent to which teachers had explicit and critical discussions about racism.