In this study, I recount my experiences teaching elementary literacy methods courses and interacting with my racial Others--my White preservice teachers/students, senior faculty, and administrators at a predominantly White university in the rural Mountain West. Using an ethnographic approach (Emerson, Fretz, & Shaw, 1995), I analyzed students' course evaluations, anonymous in-class notes, and administrators' annual evaluations for six semesters. The findings show that my White undergraduate students "policed" my English language use and racial characteristics, and resisted authority and expertise. Administration participated in preserving mainstream values and superior White group positions over mine by blaming my cultural values when student complaints surfaced. However, once relationships were established between my students and me, drastically different interactions and teaching/learning occurred. This study breaks new ground in expanding our understanding that: 1) cultural mismatch and racial tensions are still some of the most divisive issues in education; 2) building sensitivity toward and mutual respect among racial Others is the precursor to creating hope and possibility for working with racial Others; and 3) creating racial harmony may not result from changing individual attitudes alone. The responsibility for change in valuing and understanding Others rests critically on university policies and practices.