Students from a predominantly White state at a predominantly White institution, working and living within predominantly White communities, have limited experience engaging with people of color. This lack of experience has at least two consequences. First, students tend to define "diversity" simply as non-White racial and ethnic identity, failing to recognize their own White racial identity, and failing to recognize other diversity such as social class, religion, ability/disability, or sexual orientation. And second, students are reluctant to talk about racial identity, viewing such discussion as awkward lest they be perceived as racist, as well as somehow impolite. While other scholars have written extensively about White racial identity and the importance of engaging White students in discussions about it, fewer have addressed the awkwardness of students viewing such discussions as "not nice," particularly within Midwestern culture, where niceness is so highly valued. This article describes activities, discussion questions, and readings from a required educational foundations course in an educational leadership preparation program at a predominantly White Midwestern university. The course is designed to move future educational leaders beyond their inherent "niceness" to a sense of social justice in their schools. Strategies and implications are discussed. (Contains 1 figure and 3 footnotes.)