White faculty members, even those who desire to participate in institutional change, are often unsure what role they can play in making their campuses places where American racial minority students want, and are able, to learn. Knowing what they can do may be the first step for White faculty members to begin making changes that can positively affect the racial climate of the campus and the educational experiences of minority students. By means of two stories from the author's institution, the paper points toward causes of, and possible solutions to, deeply entrenched faculty practices that contribute to an academically unwelcoming and difficult atmosphere for minority students. (Contains 4 notes.)