As the U.S. population becomes more culturally, linguistically, and racially/ethnically diverse, many tout the advantages of offering courses at the nation's colleges and universities that focus on diversity issues. Several researchers have argued that exposure to diversity topics, such as racial and gender inequality, makes college and university students more comfortable with issues of difference and/or privilege (Bowman, 2010; Case, 2007; Enger & Lajimodiere, 2011), less likely to hold racists attitudes (Chang, 2002), and even more civically engaged (Gurin, Nagda, & Lopez, 2004). Teaching diversity topics and courses however, can be difficult, particularly at predominantly White campuses, because students sometimes resist diversity course requirements. It is particularly challenging for faculty of color, who are often expected to teach these types of courses (Perry, Moore, Acosta, Edwards, & Frey, 2006). This article summarizes the author's experiences as a faculty member of color teaching diversity courses at a predominantly White institution. The unique aspect of those experiences is that the course meets the university mathematical requirement rather than the traditional cultural diversity requirement. From this experience, it could be suggested that students are less resistant to diversity topics when they are offered as primarily meeting other college or university requirements rather than traditional social and/or cultural diversity requirements. The author suggests that perhaps lack of research around this concept requires that the conversation begin with these reflections.