In this article, we argue that those in social work education should refocus how they conceptualize and teach intersectionality to produce more effective social work practitioners. We emphasize that social work should shift from educating students to evaluate diverse clients as the accumulation of individual identities operating in isolation (e.g., race or ethnicity, gender, sexual orientation) to recognizing how these identities intersect to influence health and well-being based on these identities' shared roots in oppression and privilege. This emphasis is grounded in the belief that training social work students to identify the multiple forms of inequities resulting from oppression related to gender, race, and class that influence clients' social, economic, and health (physical and mental) outcomes will better prepare them to deliver culturally responsive and structurally competent practice that aligns with and advances the mission and ethics of the social work profession. We further discuss how intersectionality should be conceptualized, defined, and taught in social work education through explicit naming and discussion of oppression and privilege, and we close by presenting some common barriers to teaching intersectionality as well as possible strategies to overcome them.