Canadian higher education has been critiqued for its inequitable structures and failure to change despite claiming to be inclusive. This paper considers the experiences of 15 academic developers who engage in varied forms of institutional equity work. By focusing on how their work takes place, why they pursue equity work and their relationships with co-workers, I open a critical discussion of how prepared Canadian teaching and learning centres are to support equity work. By examining equity work and how it is supported, I intend to contribute to ongoing dialogues about the urgency of structural change in Canadian academic development workplaces.