Higher education and student affairs graduate programs have attempted to prepare aspiring administrators to answer the call for increased multicultural competency through diversity courses, yet research suggests that new professionals feel ill-prepared to enact social justice work. Current instructional methods foster awareness but fail to cultivate reflective, culturally responsive practitioners. This qualitative case study explores how HESA graduate students' conceptions of critical consciousness evolve during a diversity course and the pedagogical practices that foster consciousness-raising.