The purpose of this phenomenological study was to investigate choral directors' experiences as they navigate Whiteness through their own personal philosophies and practices related to repertoire selection and how those lived experiences may or may not impact their students. Twelve practicing choral directors from middle school through university settings were interviewed. Three important themes arose during analysis including the presence of dysconscious racism with episodes of white fragility, the presence and absence of ethical caring, and the development of a critical consciousness along a spectrum based on experiences. Implications for music educators are offered.