Designations of space and place are significant to the history and formation of Canada as a white-identified country. Particular places discussed in this paper are public education and post-secondary schooling, which, as regulators of public spaces, act as indicators of belonging in the production of students' identities. White students in this study need the university for its credentialing function and for its training in ideological processes of their “becoming a teacher.” Their production as legitimate citizens and teachers is authorized by requirements of the institution in which they learn to “manage” cross-cultural relations. Maintaining the status of elite sites requires surveillance of knowledge production with respect to hierarchies of race, class, and gender. Elite social relations also designate which identifications and knowledges will be considered rational and legitimate. In the research on which this paper reports, white-identified pre-service education participants depend on the racial hierarchies of elite educational spaces to secure their own respectability among the white-dominated profession of teaching. It is a respectability which their whiteness both requires and affords.