This study evaluates student and faculty experiences with an anti-racism unit added to a first-year seminar. Student attitudes about race shifted little, but gains were reported in more racially diverse classrooms and in factual information on racial inequality. A majority of students reported favorable reactions to an antiracism reading, with the highest support from Black students. Instructor support of the reading decreased over the semester. The authors' findings indicate that antiracism goals would benefit from approaches that are integrated across the curriculum and that faculty would benefit from ongoing faculty development. Recommendations are provided.