Background: Engineering education in the United States has been accused of favoring White men at the exclusion of those traditionally underrepresented in engineering. However, contrary to the culturally responsive literature addressing approaches to "colorblindness," engineering faculty believe they should treat all students equally. Purpose: This study explored conceptions of equity and privilege present within the culture of engineering education, particularly the White male population. Method: This longitudinal qualitative study investigated the experiences of one longtime engineering professor, an insider to the culture of engineering confronted with conceptions of his own privilege. We analyzed interview, focus group, and field note data to evaluate shifts in our participant's perspective while he was enrolled in a doctoral program that challenged his views of race, privilege, and equity. Results: Our participant was initially opposed to conceptions of his own privilege. Through repeated challenges to his beliefs about privilege coupled with reflections on his experiences and positioning in society, his beliefs shifted toward recognizing inequities based on class and race. Conclusions: In a discipline with an overrepresentation of White men, there can be resistance to addressing topics of equity and privilege. However, it is possible for engineering educators, despite their race and gender, to change their beliefs related to the culture of engineering education and to address inequities within engineering departments and classrooms.