This essay explores a tension in the Catholic theological classroom brought about when teachers aim at dismantling racial injustice with resources from antiracist pedagogy. Where Catholic social thinkers package together reflection, judgment, and action, antiracist educators recommend forestalling the last step--action. The essay's primary aim is to clarify the tension--why it comes about and how it reveals itself--and proposes that Catholic theological educators respond by helping students broaden their understanding of action.