A theoretical model is developed for the process relatively privileged white students go through as they become more aware of their own socioeconomic and other advantages and come to terms with these within their community service learning placements. The model is supported with journal reflections from service-learners placed in inner-city homeless shelters to highlight stages of the proposed model. Resources for assisting students through the privilege awareness process and future research directions are identified. (Contains 1 figure and 3 notes.)