I, like many White people, have been complicit in perpetuating a normalization of Whiteness. My early adherence to an ideology of colorblindness manifested in racial insensitivities that affected me in all contexts of my life. In this critical autoethnography, I use two tenets of culturally relevant pedagogy to analyze how these racial insensitivities affected my instructional and relational practices as a teacher. I do so in an effort to provide deeper understanding regarding the relationship between ideology and teaching. Implications to this work are aimed at providing ways to better support preservice and inservice teachers in designing racially-equitable teaching practices.