This article aims to clarify where and how Christian privilege occurs, what its effects are, and how to overturn it. The study of Christian privilege and how it impacts public education on an institutional and pedagogical level is important work and an essential building block in dismantling religious oppression (both of and by religious groups). Three articles from previous issues of "Multicultural Education" are discussed in this article: (1) Clark, C. (2003). "Diversity issues in higher education: A case study of multicultural organizational development through the lens of religion, spirituality, faith, and secular inclusion"; (2) Clark, C., & Brimhall-Vargas, M. (2003). "Diversity initiatives in higher education: Secular aspects and international implications of Christian privilege"; and (3) Clark, C., Brimhall-Vargas, M., Schlosser, L., & Alimo, C. (2002). "It's not just "Secret Santa" in December: Addressing educational and workplace climate issues linked to Christian privilege." The author examines these articles in an effort to demonstrate how the use of language, presentation of ideas, application of core principles, and gaps in knowledge of the subject being studied can impair the effectiveness and power of the argument presented, as well as conveying bias or negative subtext even while striving toward a robust and nuanced understanding of power, privilege, and identity. (Contains 11 notes.)