This article explicates strategies one African teacher has used, primarily through assuming various critical pedagogies, to confront and cope with racial battle fatigue (RBF), defined as exhaustion and stress associated with racial microaggressions that cause African Americans to experience various forms of mental, emotional, and physical strain. For her, this confrontation begins with recognizing the presence of RBF and understanding its consequences. For coping, she uses RBF as a site of departure for teaching. Specifically, she has adopted certain aspects of reality pedagogy and pedagogy of vulnerability because these tools not only support her students' development of critical knowledge and critical consciousness but also attend to her need for personal self-care. Reality pedagogy refers to a teaching and learning method that has a primary goal of meeting all student on their own cultural and emotional turf and seeing students as individuals who are influenced by their cultural identity. A pedagogy of vulnerability is about taking risks in relation to self-disclosure, change, not knowing, and failing in order to deepen learning. This teacher finds that her coping strategies do not rid her of RBF; the strategies simply provide her with some comfort and resolution when emotions stirred from racist acts overwhelm her psyche and affect her overall well-being.