This article addresses some of the common issues that arise when striving to develop multicultural competencies in the classroom using an experiential, intersectional, feminist, and anti-oppressive approach, in the hope of providing support to others doing similar work and contributing to the conversation around the personal impact of liberation pedagogies on educators at the intersection of multiple oppressions. Drawing from feminist, anti-oppressive, and queer education literature and from the authors experience as a counselor educator, the author shares her current approach to navigating the dynamics of teaching multicultural competencies in the classroom. Special emphasis has been placed on issues related to content and process, in addition to reflecting on the personal impact of this approach on the educator. Finally, self-care considerations are addressed.