While institutions of higher education are investing in diversity education experiences, little research examines how university students understand concepts central to diversity education such as privilege. This qualitative case study explored how eight White, first-year university students varied in their conceptual understanding of privilege. Data was generated through semi-structured interviews and analysed using discourse analysis. Nine conceptual ideas about privilege that revolved around four different themes emerged from data analysis, all of which varied with respect to students' participation in either a Whiteness or Social Justice Discourse. These findings highlight White university students' prior knowledge about privilege that can be useful for educators to consider when developing diversity education experiences.