Abstract Color-evasive language practices and ideologies are central to the creation of clinical spaces as white public spaces, which are inherently dangerous for non-white people. This chapter explores how race, language, and disability are shaped by the color-evasive logic taught to medical students through linguistic practices within autism diagnostic processes. In these color-evasive practices, culture can index race in a socially acceptable way, as it allows individuals to talk about race without talking about race. In this clinical vignette, a Black child’s use of Black linguistic norms is described by the white clinician as being “inappropriate, disruptive, and echolalic.” This is reinforced when the clinician tells his students that scoring an autism diagnostic test is “not about culture, it’s about the response.” The chapter explores how the scoring of the diagnostic test is grounded in the subjective assessment of the clinician administering the test and how they understand the patient’s behavior, which is shaped by underlying anti-Black logics about race, language, and disability. The clinician’s response shows us that despite his production of a color-evasive framework, he perceives and hears the patient as a racialized other. The chapter argues that color-evasive ideologies create white public space where clinicians police non-white bodies and conflate a Black child’s use of Black language with disability.