This brief pedagogical essay, focusing on social science classrooms, provides fellow instructors with practical strategies and advice in reducing the presence of stereotype threat in their classrooms. Techniques of task reframing, practices of positive affirmation, the providing of constructive criticism, the incorporation of marginalized groups into course content, and suggestions for meeting stereotype threat head-on are discussed as are some strategies students can adopt themselves. While the methods of stereotype threat reduction addressed in this essay can help curtail some of the negative impacts of racism's micro-level forces, stereotype threat must also be considered a structural problem that requires structural solutions.