The study sought to understand the experiences of faculty engaged in curriculum reform to integrate social determinants of health in medical education. The continuing disparities in health are in part a result of lack of education at U.S. medical schools on social and structural inequities as root causes of health disparities. The study used a narrative inquiry methodology and a critical race theory lens to examine the experiences of six faculty from three medical schools in the U.S. engaged in a curriculum innovation initiative sponsored by a professional association to integrate social determinants of health into the medical curriculum. The six participants were asked to reflect on the experiences that inform their work associated with their educational and career backgrounds, the diverse perspectives of their students, and the missions of their institutions. Two major themes representing challenges to the curriculum reform work were identified: systemic barriers, and identity and representation. The themes were examined using the extant literature and a critical race theory lens. Three recommendations for future of practice were identified: experiential faculty development, opportunities for uncertainty and vulnerability, and building critical communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]