This article is the final installment in a series of three articles about microaggressions. All of the articles are tailored specifically to help enable faculty developers, provosts and directors of diversity and training, faculty, and administrators to address the most critical issues related to this topic in higher education. Specific responses to and strategies for dealing with microaggressions affecting students and instructors in the classroom are described in this article. [For Microagressions Trilogy: Part 2, see EJ1142357. For Part 1, see EJ1133469.]