Precalculus and calculus are considered gatekeeper courses because of their academic challenge and status as requirements for STEM (science, technology, engineering, and mathematics) and non-STEM majors alike. Despite college mathematics often being seen as a neutral space, the field has identified ways that expectations, interactions, and instruction are racialized and gendered. This article uses the concept of labor to examine responses from 20 students from historically marginalized groups to events identified as discouraging in precalculus and calculus instruction. Findings illustrate how Black students, Latina/o students, and white women engage in emotional and cognitive labor in response to discouraging events. Additionally, to manage this labor, students named coping strategies that involved moderating their participation to avoid or minimize the racialized and gendered impact of undergraduate mathematics instruction.