This study analyzes the prevalence of white fragility within the six white, pre-service principals' online responses to readings about white privilege. Six white, pre-service principals were asked to provide commentary to class readings on the relevance of white privilege to their preparation for future positions as principals. The findings showed that all six preservice principals provided fragile responses, meaning that they minimized the significance of white privilege. The minimization is explained in accordance to individualism, meritocracy, and innocence.