White privilege is a large part of the hidden infrastructure of American society, directing, driving, and often invisibly and subtly determining outcomes such as employment, housing, education, and even interpersonal relationships. In order for white privilege, a system that allows whites to prevail, to exist, there must be a counterbalance, a system that disadvantages others, namely, racism. The purpose of this chapter is to explore how white privilege and racism function in adult education graduate programs regarding admissions, retention, and curricula. To do this, the authors focus on how these tandem forces work in the larger educational society in determining national and institutional testing policies, how the powers function at the program level, and how these powers affect the professors and students who comprise their graduate programs.