Instructors teaching students about social inequality, especially sexism and racism, often face some degree of student resistance. Opposition is particularly strong when students are from a white, middle to upper class background. As Haddad and Lieberman (2002) remark, "Students from privileged backgrounds lack personal experience with structures of domination," leading them to dismiss messages that challenge their perception of social equality through merit. As delineated by numerous sociologists, simulation and experiential exercises are particularly useful for challenging students' taken for granted assumptions, helping them to gain a better understanding of structural inequality and how life chances can be restricted. This article describes two exercises--"The Vanishing Dollar" and "Bittersweet Candy"--which can be used to illustrate concepts regarding the institutionalization of social class and racial inequality and more importantly, how these concepts are connected to current social behavior.