Courses of Black German culture taught in the United States implicitly confront expectations of comparison between, if not ranking of, anti-Black racisms of the two countries. Through a critical self-reflection and evaluation of my own experiences teaching Black German culture as a White instructor, I suggest that White instructors of these courses, who have not experienced anti-Black racism themselves, may grasp for what they perceive as canonical evidence in order to counteract that lack. Overvaluation of evidence and devaluation of anecdotal anti-Black racism, a dynamic deeply ingrained in predominantly White academia, is precisely what such courses are meant to critique. This article explores how anecdote and evidence can function for a White instructor; when and how that process can become particularly problematic; and a series of pedagogical practices and works of Black German culture that can help to preclude those problems. This combination reveals the importance of deconstructing the evidence-anecdote hierarchy to the Black German movement itself and, therefore, the importance of that deconstruction to courses on Black German culture