The teaching of white privilege in Australian tertiary settings is beset by a number of obstacles arising especially from resistance, disbelief and outright obstructionism in white students, and occasionally colleagues. The article summarises the historical and societal context regarding race relations, racism and white hegemony in Australia, then presents the personal accounts of three academics of diverse backgrounds who teach white privilege as components of courses in Social Work and Education. The three accounts make explicit connections between their authors' personal and ethnic origins and their respective pedagogical and epistemological approaches to teaching the topic, either explicitly, or embedded within other course content or encounters. The article contributes to the growing body of work on effective pedagogy in the area of white privilege, with emphasis on the increasingly urgent need for broad societal understanding of the issue in Australia.