Kinesiology courses that implement health disparities (HD) topics into the undergraduate curriculum engage students in critical and conscious thinking about health outcomes and strategies as they prepare for careers as future health and medical professionals. Health disparities are disproportionate differences in health based on race, gender, socioeconomic status, sexuality, and environmental factors that are preventable for providing opportunities to achieve optimal health. Implementing HD topics into undergraduate courses increases knowledge and awareness and inspires long-term interest in health equity work. This ethnographic case study assessed how 142 undergraduate Kinesiology majors navigated HD topics with critical consciousness as a guiding framework. Three themes emerged from student exploration: eye-opening experiences, lived experiences, and learning experiences. Upper-level students reported an increase in HD (75%-95%) awareness of the meaning of the term and the communities impacted. The lack of prior engagement (29%) with HD ignited tensions around learning experiences. Students who engage in HD topics earlier in their academic programs increase their knowledge and strategies for integrating HD into future learning and practices.