In a context that privileges neighborhood zoning and school choice over within-district busing, we examine urban residents' perceptions of the benefits of racial diversity. We analyze public opinion trends by race and residents' experience as a student in a district under court-ordered desegregation--Nashville, TN. We find racial differences regarding the values of proximity and school diversity that are moderated by experience as a school-age resident in a city under mandatory desegregation. We build upon literature showing long-term impacts of attending integrated schools, underscoring the influence of time, place, and experience in shaping perceptions of school diversity policies.