How do critical pedagogies promote undergraduate students' awareness of social class, social class identity, and social class inequalities in education? How do undergraduate students experience class consciousness-raising in the intergroup dialogue classroom? This qualitative study explores undergraduate students' class consciousness-raising in an intergroup dialogue on social class at a large, private Northeastern university. Analyses of weekly student journals are offered to expand upon our knowledge of undergraduate students' social class experiences in higher education contexts, as well as illuminate positive impacts that intergroup dialogue pedagogy has on students' class consciousness-raising in the intergroup dialogue classroom.