A stereotype is defined as the over-generalization of characterizations and beliefs about the members of a social group (Cauthen, Robinson, & Krauss, 1971). Race has been identified as one of the core stereotypes. Racial stereotypes have been passed on from earlier generations in the society, and all groups are subject to the development of stereotypical thinking (Wittenbrink, Gist, & Hilton, 1997). A commonly accepted racial stereotype is that African Americans have superior physical ability as compared to European Americans, but that superiority is generally viewed as an innate gift rather than a function of effort and hard work. That innate superiority has also been linked to intellectual inferiority, and consequently, the stereotypical view of African Americans as innately athletically superior can be viewed as a negative attribute. Beliefs about the nature of ability, conceptualized by Dweck (1999) as implicit theories of ability, have been studied as important motivational constructs. An entity theory reflects the belief that ability is an innate, fixed construct that cannot be improved with effort, whereas ability is conceptualized in an incremental theory as a malleable quality that can be increased through effort. Individuals’ self-beliefs are shaped largely by the stereotypes held by the social group to which individuals belong (Gaines et. al., 1997). Researchers have investigated how race influences individuals’ cognitive processes, behavior patterns, and academic achievements, but the effect of race on conceptions of ability has not been studied. The purpose of this study was to investigate the influence of race on college students’ implicit theories of ability in physical activity settings. Participants were 220 college students (110 African Americans and 110 European Americans) in the southeastern United States. They completed a questionnaire assessing their conceptions of ability (entity/incremental). Data were analyzed with a 2 (race) X 2 (entity vs. incremental) ANOVA with repeated measures on the second factor. Results indicated that both groups were more likely to express an incremental rather than an entity theory. African Americans were more likely to reject the notion of ability as a fixed construct, suggesting that they do not embrace the stereotypical view of innate racial superiority. The findings suggest that if physical education teachers want to create a motivational climate that will encourage African American individuals to be actively engaged, it is important that they avoid references to innate racial superiority and instead reinforce the belief that ability can be increased with effort.Keyword(s): college level issues, physical activity, standards and ethics