This qualitative case study examined how peers' interactions among students in an undergraduate course on rural poverty influenced their development toward critical consciousness. The findings highlight key complexities and nuances regarding the role that interactions among racially and ethnically diverse peers play in the developmental process. In addition, the findings illuminate specific ways educators can enhance facilitation of learning related to complex social issues. Implications for practice include recommendations for broadening inclusion initiatives to focus on dismantling structural barriers to equity and designing class discussions that foster awareness of how power operates among peer groups.