White people have a responsibility due to their complicity in White Supremacy, to practice antiracism in solidarity for racial justice with Black, Indigenous, People of Color (BIPOC) people and communities. Antiracist education, which fosters this sort of work, necessitates learning about racism and Whiteness to comprehend the violence of White Supremacist Capitalist Patriarchy. With the help of critical Whiteness pedagogy and critical Whiteness studies broadly, I engaged my White student-participants in antiracist education. As a White, male teacher of a social justice course at Crescent View High School (CVHS), a public school in a ski resort town in the Intermountain West, I had two goals with this scholarship. My first goal in the dissertation was to analyze how White students studying and practicing antiracism understood their racial identities. My second goal was to describe the various ways they tried to practice antiracism. I used critical Whiteness methodology and critical ethnographic methods, including transformative interviews, student artifacts, written student reflections, recordings of my own teaching, and other ethnographic data, to explore White students' perceptions of their own racial identity and how they linked their own Whiteness to antiracism. My scholarship is supported heavily by BIPOC authors, scholars, and activists of the past and present, including James Baldwin, bell hooks, George Yancy, Zeus Leonardo, Cheryl Matias, Janet Helms, Brianna Love, Linda Martin Alcoff, and others, all of whom have built a rich history of research and philosophy on race and Whiteness. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]