Studies conducted on the effects of college diversity courses on racial attitudes and racial interactions report positive effects, overall. However, little research has examined more nuanced areas of inquiry, such as the importance of curriculum content for these courses and the extent to which the content of the curriculum affects student learning. In this case study, I look at the role of curriculum content for college diversity courses. I hypothesize that students will find it easier to discuss race and race relations when the focus of the curriculum is not on American historic race relations. I make use of qualitative methods that include both student self-reporting methods and one-on-one interviews. The results support this hypothesis and highlight the course materials and activities most effective for student learning in this course. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]