This qualitative case study examined the use of process drama in an undergraduate Intergroup Dialogue and how the use of this drama-based pedagogy shaped participants' attitudes and understandings about race and privilege. The research focused on the creation of and subsequent reflection on improvised, episodic scenes and images structured around larger themes of socialization and oppression. The process drama utilized in this study involved both students and facilitators in role. This study found that participation in process drama affected participants' attitudes about race and privilege in a number of different ways and to different extents. Participants also experienced and problematized process drama in different ways. Overall, process drama was found to create empathy, to enable reflection on lived experiences, to lead to examination of stereotypes, privilege, and internalized racism, and to create awareness about gaps in students' education. This study found that mechanisms of process drama such as taking on roles of power, simulating the experience of oppression, and using abstract physicalizations to embody emotion all aided a shift in attitudes and understandings about race and privilege. This study examined best practices in race dialogue and multicultural education and posited the use of drama-based pedagogy as an innovative way to engage undergraduates. This study showed process drama to be highly compatible with the needs and goals of multicultural education, and the findings from this study strongly supported the use of this method as a way to engage students both cognitively and affectively with material regarding race, privilege, and systems of oppression. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]