Drawing from three case vignettes and the extant literature, the authors seek to identify, problematize, and expand the discussion on colorblind approaches to diversity within the practice of school counseling. The authors discuss how such an approach to working with students from under-represented groups subtly blames the victim, limits the development of equity by positioning critical dialogues as counter-productive, and inhibits the understanding of within-group differences. The article concludes with suggestions for how school counselors can enhance the services they provide to students of various social locations by abandoning colorblind practices and choosing to remove their difference blindfolds.