“Education is the civil rights issue of our generation. And if you care about promoting opportunity and reducing inequality, the classroom is the place to start. Great teaching is about so much more than education; it is a daily fight for social justice” (Arne Duncan). The ability to recognize privilege within ourselves and understand oppression is at the center of social justice, yet is often overlooked in school districts with majority white students. Through this study, the author analyzes elementary standards and highlights the understandings and experiences of three third grade teachers from Clearfield Elementary School. The author seeks to determine how white teachers in a white, rural, working class area interpret concepts of diversity and justice. The study specifically examines the historical views of race in America and the importance of social justice teaching in education.