This article considers how the practice of "ungrading" in the homiletics classroom can function not merely as a pedagogical technique, but as a theo-ethical practice. Grounding ungrading in theological ethics in addition to critical pedagogical theory can lead us toward a pedagogical practice that builds anti-racist and decolonial spaces in theological education. Drawing on Willie James Jennings' "After Whiteness" and Keri Day's "Notes of a Native Daughter," the article seeks to name how ungrading in the homiletics classroom can operate as a small measure by which we might move theological education into that which "follow[s] God in building toward life" and "opens the joy of not knowing inside the joy of learning together".