How might cisgender teachers of color who identify as male problematize social norms connected to race and gender? What privileges, limitations, and possibilities may emerge from such a social location? This essay explores these questions by looking at a number of micro-decisions that I make in an introductory-level undergraduate class. By utilizing a self-reflexive and inductive starting point, I ask: How do I, as a cisgender, heterosexual Mexican-American man, perform race and gender in the context of the classroom? What explicit and implicit messages may I be sending to students? And in what ways may these messages contribute to--or constrain--course themes around human liberation and freedom? Such considerations underscore the importance of attending to race and gender not only in terms of the 'what,' or content, of a given course, but also the 'how' of pedagogical delivery.