The authors chronicle the experiences of undergraduates, both white and of color, learning about whiteness in a first-year seminar. Over a three-year period, they collected students' reflection papers written in conjunction with a self-interview assignment and analyzed them qualitatively. Findings revealed that the new learning first-year students acquired about race, racism, and whiteness had varying levels of significance for them. The authors illustrate the type and degree of significance that course experiences had for students and suggest that students' racial group affiliations influenced what they found to be significant. They conclude with points to consider for college faculty who teach similar courses to a diverse student population. (Contains 2 tables and 1 footnote.)