This critical case study examined the racial identity development of 10 White RAs who participated in 12 hours of diversity and social justice training during a two-week summer program. Helm's White Racial Identity Development Model served as the study's theoretical framework. In this paper, we discuss the incongruence between the Northeast State University Department of Residential Life training content and the RAs' deeply held beliefs about race and racism. We conclude by offering recommendations to residential life practitioner-educators for enhancing RA training, diversity, and social justice education, and assisting White RAs in their racial identity development. [Discussion questions developed by Jordan Peterson.]