The last decade has seen tremendous growth in the proportion of students of color among undergraduates in the United States, and yet racial inequalities persist when it comes to enrollment at top-tier universities, college completion rates, and the concentration of student loan debt following college graduation. In this article, the authors point out that the insufficient transformation of the college classroom is one significant factor contributing to poorer outcomes for historically marginalized college students today. Drawing on new scholarship and recent experiments at institutions around the country, they offer a roadmap for faculty and administrators for how to begin implementing long-needed changes in faculty pedagogical training. While the scale of transformation will no doubt require major cultural and institutional shifts, given their histories of exclusion, selective colleges and universities have a responsibility to help address the myriad social inequalities which riddle society--and which they had a hand in creating.