Intergroup Dialogue (IGD)--a pedagogical model that purposefully advances a critical social justice agenda--is used on college campuses around the country to facilitate student learning about issues of identity and structural power dynamics. In light of the tension that exists on college campuses between students from different religious identities, coupled with the lack of attention religious oppression currently receives in various campus spaces and diversity initiatives, IGD provides a strong model for a critical social justice oriented form of interfaith dialogue that has the potential to address religious diversity in higher education in a way that is inclusive of, and sensitive to, minority religious groups. This article examines the use of IGD in this way--as a means of facilitating interfaith dialogue--using a qualitative analysis of three such courses at a large public university in the Mid-Atlantic region. The study presented in this article shows how a well-intentioned and highly successful model for critical dialogue can actually marginalize certain students. It also shows how individuals' understanding of concepts like identity, privilege, and oppression are not always consistent across identity categories. This should push us to further explore the use of these pedagogies in order that the full potential of a model such as IGD can be realized.