This arts-based, qualitative teacher-researcher study considers how a group of mostly white high school students worked with their white facilitators to consider whiteness using Youth Participatory Action Research in conjunction with playbuilding and drama pedagogy. First, the author locates his reflexive stance. Then, relying on critical race theory and critical whiteness theory, the author uses narrative inquiry to share an ethnographic vignette that considers how students located, defined, and articulated their understanding of whiteness.