Enrollments of non-Black students at historically Black colleges and universities (HBCUs) have recently increased to the point that 11% of all undergraduate students enrolled in HBCUs in 2001 were White (U. S. Department of Education National Center for Education Statistics [NCES], 2004). Accelerated transdemographic enrollment patterns (Brown) at a number of public HBCUs have resulted as HBCUs grapple with simultaneous pressures to increase student enrollments (including enrollments of non-Black students), strengthen or maintain institutional quality, and clarify the contemporary functions of the HBCU. At the same time, White males in the U.S. represent the race and gender group that is most privileged economically and socially; yet White males are arguably more disadvantaged with respect to developing as racial and gendered beings due to the socialization, entitlement, and privilege bestowed upon them within society. Very little research examines the racial consciousness aspects of identity development of White students attending HBCUs where issues of race, gender, privilege, and power can intersect for students in ways that have not been systematically explored. This study aims to explore the White racial consciousness (WRC) among full-time, White male undergraduates attending a public, predominantly Black HBCU. Specifically, this study sought to understand how these students, as "temporary minority" students (Hall & Clossen, 2005), made meaning of their collegiate experiences in terms of WRC. The findings of this study illustrate how the participants' various environments interacted, converged, or remained isolated, and ultimately helped inform their perspectives and opinions about race--reinforcing Hartigan's (1999) emphasis on the salience of local settings to race and racial beliefs. Specifically, the findings from respondents in this study revealed a number of insights into WRC that are discussed in this article. (Contains 1 table and 1 endnote.)