The First Week(s): Establishing a Relational Learning Community describes the challenges and dynamics typical of the first one or two sessions of a diversity course and presents strategies to meet these challenges and advance student learning. We consider “What is happening with students, class dynamics, and faculty” in this very beginning time when students and faculty are unsure about how the course will unfold, their readiness for what’s to come, and how they will relate to others. We examine the psychological processes behind these intrapsychic and interpersonal dynamics, applying the transtheoretical model of change and racial identity development theories. We offer strategies to effectively negotiate these dynamics and maintain student learning through engaging three emotional and relational processes: cultivating reflexivity and exploration of positionality; engaging emotions; and promoting community and relational learning. Strategies for the first week(s) focus on setting expectations for transformative learning, and establishing shared understandings of classroom guidelines and central framing. We also provide strategies for faculty self-care during this time, emphasizing managing the emotional demands of the semester and course start, and identifying and challenging unrealistic expectations around the teaching of diversity courses. The chapter concludes with Reflection Questions for faculty to explore how the material may apply to readers’ particular styles and contexts, inviting faculty to consider their emotional and personal responses, and make active choices about application. Additional resources related to the specific chapter content are also included.