The article examines the experience of undergraduate students with computer sciences (CS) classes, faculty, advisors, teaching assistants, and fellow classmates. It is based on a case study conducted at a public research university. In-depth interviews were conducted with 40 subjects. These students were in their junior and senior years and came from different ethnic backgrounds. Most CS faculty tend to be aware of emerging research on improving classroom instruction through problem-based learning, hands-on experience, use of new technology, and critical thinking. Faculty members are aware of race issues other than the underrepresentation of minorities in the CS field. Faculty members seldom implement changes to update classroom instruction and are not proactive in making CS curricula race inclusive. As a result, the CS classroom is not attuned to the emerging needs of students and lacks new ways to make use of diversity brought by minorities. Students interviewed reported positive experiences with the CS faculty and did not raise strong complaints against them. Students liked those teachers