This article critiques a classroom encounter between a Black student, Richard, and a white student, Nick, that complicated the white English teacher, Mr. Turner's, attempt to facilitate a discussion about racial progress in America. Students positioned their bodies on a continuum between 1, no racial progress since the 1930s, and 10, full racial equity. When Richard positioned himself at the low end of the continuum and Nick located himself on the high end, a disruption occurred after Mr. Turner moved his body toward Nick while verbally validating Richard's perspective. I argue that the classroom's affective register was altered by racial melancholia, reopening racial wounds and reproducing whiteness, evoking emotions I call "melancholic affects."