This study uses qualitative data from student Web logs (blogs) that were required for a graduate social work course addressing issues of privilege to examine the learning journey trajectory for students in a master's of social work program who participated in a single-identity caucus examining heterosexual privilege. The study includes reflections on the impact of the course on students' lives and social work practice that were gathered approximately 6 months after students had completed the course. What emerged was a five-stage learning journey that spans the resistance and redefinition phases of social identity development. (Contains 1 table.)