This article focuses on a study conducted in two undergraduate social foundations courses for preservice teachers. The purpose of the study was to distinguish how culture within the "Utah Bubble" - identified as individuals who were White and belonged to the Church of Jesus Christ of Latter-Day Saints (LDS) - provided ingrained understandings of identity and privilege that may uphold or contrast with the culture created in the state. Data were collected using a two-phased survey, document analysis, and structured interviews. Many participants found new understandings about racism and privilege by the end of the semester, despite periods of resistance during the course. There was a difference found in knowledge of privilege based on where participants grew up and their adherence to the LDS faith. These results hold specific implications for Social Foundations instructors, particularly those who are teaching in predominately White and religious areas.