Introduction: Poverty is a central concept in many fields of psychology, yet poorly designed activities regarding wealth inequality may backfire or cause students to become defensive. Statement of the Problem: Many students hold misperceptions about class mobility and lack an understanding of how systemic barriers perpetuate poverty across the lifespan. The activity described demonstrates how access to resources is often not sufficient to reduce wealth inequality over time. Literature Review: Wealth inequity in America has worsened since the 1970s. Subjective perceptions of income are often predictive of well-being above and beyond objective measures. Students' misperceptions of social class mobility may be changed through activities that elucidate privilege and oppression across different groups. Teaching Implications: The activity included opportunities for hands-on learning as well as critical reflection in small groups and with the larger class. Students reported the activity was engaging, emotional, and connected to real-life contexts. Conclusion: Activities that ask students to confront their misperceptions about class mobility and personal understanding of privilege and oppression in a non-threatening way may facilitate greater understanding and empathy towards low-income groups.