The author details the pedagogy that empowered his high school students to use poetry as a part of a theatrical inquiry into race and whiteness. Using elements of Youth Participatory Action Research (YPAR) in concert with playbuilding, The Whiteness Project was the author's attempt as a high school English and Drama teacher to build a teacher-researcher treatment of critical whiteness pedagogy that fostered students' consideration of ideological white supremacy for them to take up antiracist stances. Despite this design, students often failed to undermine ideological white supremacy in part due to their struggle to share power and work as a collective. This article describes an instance where students were able to participate in antiracist practice by building a collaborative poem about whiteness.