This study examines how students perform resistance to lesbian, gay, bisexual, transgender, and queer topics in their written reflections in a higher education diversity course. Using a three-tiered critical discourse analysis , this article maps students' resistant textual devices in their written reflections, analyzes the institutional setting of the course, and examines how the larger social discourse plays an important role. Findings suggest that students engage in resistance and (re)produce oppressive discourse in part due to the institutional and larger social discourse of the course and the topic. Implications suggest the need to promote to course instructors how language can (re)position students in a place of privilege.