When this author began to plan an introductory diversity issues course for the psychology department, she read extensively about teaching for social justice and found that instructors were often up against tremendous odds to convince students that they had absorbed biases from their culture. She read stories of negative evaluations, altercations between students, and arguments over who is or is not racist. She resigned herself to suffering like the rest for the greater good, but she also searched for tools to help her break through people's defenses. She assigned a book recommended by Arnie Kahn, "Privilege, Power, and Difference" by Johnson (2005), which has been a significant help in that the author (a White man) models taking responsibility for his own privilege. However, she needed a tool capable of compelling students to observe and acknowledge that "running subtext" that accompanies people's interactions with others. In this article, the author discusses the assignment--the Diversity Watch--which she and the students believe to be the single most important component of the course. This assignment could be used in any context where students are learning new material that may challenge their perceptions (conscious or unconscious) of others and require that they integrate new ways of seeing people and culture. The assignment requires students to carry a notebook and twice weekly record their completely honest and immediate reaction to the "other," a person to whom they notice a reaction based on gender, race, class, social category (e.g., sorority membership), size, appearance, age, style, or geographic area.