The structural inequalities perpetuated by the caste system are a grave challenge to creating a just society. The education system pays short shrift to this topic and caste discrimination is spoken about without holding caste privilege accountable. Historically, social justice is a core mission of libraries. This project worked closely with a selective sample of seven library educators--most with caste privilege--to (a) examine their knowledge, attitudes and practices on caste issues through reading caste literature, reflective discussions and introspective journaling and (b) understand their preparedness to engage in discussions on caste with children from privileged backgrounds. Children's responses to caste-themed stories and library activities showed a readiness to engage with the topic. This study found that a more robust pedagogy for the privileged is needed to face caste.