Teachers’ beliefs can have an effect on student outcomes (Rubie-Davies et al., 2018) and wellbeing (Pedler et al., 2020). Critical race theory, postcolonial theory, decolonisation and cultural relevance were used in this case study to explore the perceptions, practices and challenges of five specialist high school Health and Physical Education (HPE) teachers through semi-structured interviews and observations, uncovering instances of bias, colourblindness, and stereotypical notions, and resource limitations. Discourse analysis revealed dominant influences from various stakeholders, but also reflected larger societal discourses about inclusivity and wellbeing, tying it to conversations about the evolving role of HPE in a fast-changing society. This study has implications for improving HPE teacher practices in addressing race and cultural relevance.