Teaching about health disparities and health equity at a 4-year institution is imperative. Unfortunately, there is a lack of empirical research demonstrating this concept and the proper way to develop a course. As a result, this research attempted to assess the effectiveness of developing and teaching this course centered on the social determinants of health (SDH). Using a 30-question Attribution of Health Disparities Assessment, data were collected on students’ attitudes and beliefs about the relevancy of these two concepts before and after they took the health equity course. All participants ( n = 42) were seniors, 80% self-identify as Caucasian and 66% were female. Overall, there was a statistically significant change in attitudes and beliefs about health disparities and the relevancy of these issues. It appears that in the eyes of the students, the SDH are more relevant and related to these issues than a person’s individual responsibility. As a result, the relevancy of many of the SDH discussed in class had a profound effect on the students who took this course as indicated by their statistically significant change. Finally, our research demonstrates how a health equity course could be taught to effectively change undergraduate students’ views on issues related to the SDH.