Some educators have developed teaching strategies to address issues of racism and discrimination in the classroom. Although these exercises are provocative and no doubt meaningful for students, they generally do not address the impact that racial group membership has on student response to provocative issues like affirmative action. In the author's experiences, students suspect that other students engage what Cornell West calls "racial reasoning" or something similar to it (West 1992). That is, members of a particular racial group are "supposed" to think a certain way because they are members of a particular racial group. In this article, the author presents an exercise that primarily engages the discussion of affirmative action without the use of racial group membership as an explanatory or interpretive device. The purpose of this exercise is to allow "all" students to express indignation without the possibility of having their membership in a particular ethnic group disqualify their feelings on this particular issue. This exercise removes the racial context and allows students to share an experience that they might not have shared before. (Contains 3 notes.)