This article examines what can happen when teachers and students work to create a critical dialogic space, taking up issues of race, culture, and privilege in classroom discussions. The study focuses on middle school students of culturally and economically diverse backgrounds as well as their 2 White teachers. In English and social studies classes, eighth graders studied cultural conflict and resolution, including a unit on racism and White privilege; the article discusses how both White students and students of color responded to this curriculum. This study has implications for how critical multicultural pedagogy can be enacted in this type of setting: where students identified with groups traditionally considered oppressed learn with students whose racial and cultural backgrounds are identified with the oppressors. (Contains 1 table.)