In this article, the authors seek to explore how kindness might produce pedagogical relationships that sow the seeds of possibility for the transformation of students' lives. In particular, they ask: how might a feminism that uses kindness as a pedagogical strategy be imagined? And what might feminist kindness in the classroom do to the lives, bodies, experiences, and identities that inhabit these spaces? The authors begin by defining feminist kindness and complicating contemporary perceptions of its possibilities as they are understood in historical context. Next they examine kindness's impure history by using an interlocking feminist analysis, employed by Razack ("Looking"), to examine its relationship to imperialist endeavors aimed at maintaining oppressive racial, class, and gender orders. Understanding kindness as a microtechnique for both resisting and shaping power relations within classrooms and institutions, the authors explore its utility as a tool for coalition building across difference and provide concrete pedagogical and curricular suggestions demonstrating some ways to put this educational theory into practice.