In March 2016 when North Carolina's House Bill 2 (HB2)--the "bathroom bill"--was introduced and passed, I was teaching at a state university in North Carolina (N.C. Gen. Assem., 2016). In the Spring semester of that year, on March 23, HB2 was passed in a 12-hour special session meeting by the North Carolina legislature. The following day, March 24, HB2 was signed into law. The law was a direct response to the city of Charlotte's recent anti-discrimination policy, which was aimed at protecting LGBTQþ people from discrimination by businesses. Charlotte's ordinance, which had already passed, was set to go into effect April 1, 2016 (Charlotte & NC City Council, 2016). HB2 had broader implications than simply stopping Charlotte's ordinance; it sought to block the right of any local government to pass anti-discrimination policies that differed from the state policy. The element of the bill that drew the most media attention, however, was its mandate concerning public restrooms: one must use the restroom that matches the sex listed on one's birth certificate. As a teacher in a public university at the time, the implications of this bill were palpable among many of the students who were LGBTQþ identified or allied across the campus where Michelle Powell worked. In this article, she draws on her experiences in the classroom on the day following the news of HB2. She argues that the specific experience of a day in the classroom, one that seems mundane, can help lead to a different ethics or theory of political possibility and ways of taking action. Specifically, she suggests that practices usually disparaged as "childish," and therefore politically impossible or ineffective, represent a genuine, effective counter-politics, particularly in the context of late- or post-capitalism.