Historically, faculty of color have been woefully underrepresented in higher education. Since the 1980s, though, numbers for these academics have begun to increase. To bring attention to the some of the struggles that faculty of color face, the authors created a counternarrative by drawing on their collective experience to deconstruct and challenge the ways that race and racism play a role in their pedagogical interactions. Personal narratives and stories are important to understand lived experiences and how those experiences may confirm or contradict dominant belief systems, notes Gloria Ladson-Billings, Kellner Family Chair in urban education and professor of curriculum and instruction and educational policy studies at the University of Wisconsin-Madison. To that end, the authors' hope was that an analysis of their lived experiences would contribute to the development of a critical literacy and that they could examine the impact of their racial identities on their pedagogical experiences at their institution. In this article, the authors combine their narratives to capture the essence of their collective experiences and at the same time ensure that no one voice remained isolated or exposed, potentially subjecting any one of us to unnecessary scrutiny. Their fictional counter-narrative follows. (Contains 19 endnotes.)