This paper summarizes a qualitative study conducted to better understand the experiences of men of color in peer-to-peer anti-violence college organizations. Male privilege benefits all men, yet this privilege is mitigated and/or augmented by sociopolitical factors that whitestream curriculums rarely take into account. How then, do men of color understand their experiences, and actualize their racialized identities, within anti-violence spaces that assume white, straight, middle class subjectivities? Focusing on the narratives of men of color in a Northern California Men Can Stop Rape chapter, this paper highlights the "unique knowledge systems and knowledge bases" (Pizarro, 2005) cultivated by men of color doing anti-violence work. Ideally the emergent concept map provides curricular and programmatic insights for educators invested in similar struggles.