Facilitating democratic discussions about race among students in classroom environments continues to be a problem facing educators. When these discussions occur, they are facilitated mostly by faculty of color. However, given the underrepresentation of faculty of color within higher education institutions and that white students respond differently to these discussions when facilitated by members of their own race, it is critical for white faculty to learn how to facilitate these exchanges among learners. The present study focused on exploring the role of white faculty facilitating discussions about race in their courses. Findings are presented through case examples from two white participants. Implications for research and practice are also discussed. (Contains 2 notes.)