This experiential workshop is designed to promote a discussion of effective ways to name and disrupt privilege in the professional mental and behavioral health training contexts and beyond. Building on the APA's recent Multicultural Guidelines: An Ecological Approach to Context, Identity, and Intersectionality (APA, 2017), this workshop is designed to assist participants in more effectively naming and disrupting privilege in classrooms composed of students who are statistically likely to be White, traditionally abled, and affluent (among many intersecting identity statuses), and who may neither readily perceive their own areas of privilege nor recognize the physical, emotional, psychological, and practical implications for those who do not share them (Clark, Mercer, Zeigler-Hill, & Dufrene, 2012; Michalski, Cope, & Fowler, 2016; Jury, Smeding, Stephens, Nelson, Aelenei, & Darnon, 2017; Lund, Andrews, & Holt, 2014). Learning Objectives: 1) Workshop participants will be able to describe challenges inherent in disrupting privilege in graduate training. 2) Workshop participants will apply new techniques for helping students recognize their areas of privilege and non-privilege. 3) Workshop participants will utilize practical ways of using themselves as agents of change in disrupting privilege in the classroom setting and throughout clinical training.