Educational transformation of communities is often focused on school-based initiatives, but parenting offers forth a powerful site for antiracist change. This self-study details how I, a White parent and antiracist teacher educator, both challenged "and" perpetuated whiteness while facilitating antiracist parenting sessions for White parents. Using critical whiteness studies, I analyse one particular emotional 'hot point' where a participant abruptly exited a virtual session. My findings suggest that prior to the incident I challenge race-evasiveness, concepts of goodness and innocence, passive 'non-racism', individualism, and the discourse norms of whiteness. However, after the 'hot point', I perpetuated whiteness in ways that were deeply connected to the same challenges I had just made, highlighting some of the difficulties White people have in doing antiracist work.