This article describes an autobiographical writing assignment completed by students and faculty that is shared in an off-site retreat. It highlights an approach to learning about human diversity that blends affective and behavioral approaches with more traditional cognitive methods. It supports the interrogation of student and instructor assumptions, biases, attitudes, and experiences that result from living in a diverse and inequitable world. Such interrogation is critical if students are to develop the capacity to engage a broad range of clients with varying constellations of social identity. The paper narrates the issues and processes involved. (Contains 1 table and 1 note.)