Racial and ethnic disparities in healthcare demand rethinking practice. One such strategy being investigated is diversifying the healthcare professional workforce. The University of Utah School of Medicine in the United States provides a unique undergraduate cohort option for health science students from underrepresented communities. Although students aspiring to become healthcare professionals often follow a quantitatively focused programme of study, I have been teaching a qualitative component of the research methods course in this programme sequence for six years. I have been impressed with the value and strength of the prior life experiences and the identities of these students. This chapter presents a case study of how autoethnography was integrated into the qualitative course to provide an opportunity for self-study by the students.