It is important that youth involved in social justice advocacy and allyship have a developed awareness of racial identity and ideology. The purpose of this study was to examine changes in students' racial identity development and color-blind ideology for high school students participating in a social justice training program. Theoretical assumptions of racial identity and ideological development were grounded in Helms' White Racial Identity Development model and informed by Bonilla-Silva's Color-Blind Ideology framework. The study investigated racial identity and color-blind attitudes for high school adolescents who participated in a semester-long social justice training program. The analytical sample included 42 adolescents (15-19 years old) of various racial backgrounds. Repeated measures ANOVAs on pretest, posttest, and delayed posttest were used to examine changes in racial identity and color-blind ideology over time. Group differences (race and previous training) were also examined. Results revealed significant main effects for racial identity and color-blind attitudes across program completion. Significant main effects and significant interaction effects for race and previous training were also observed. Findings demonstrate that participation in a social justice training program can promote racial identity development and ideological awareness for adolescent peer allies. Implications for practice, counselor education training, and future research recommendations are discussed. [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.]