In this paper, I argue that educators who embrace vulnerability in their teaching enhance their capacity to promote social justice. Vignettes from three of my course meetings with undergraduate Recreation and Leisure Service majors are presented, each of which illustrate different opportunities and pitfalls in vulnerable teaching. The first class meeting illustrates possibilities that arise when professors acknowledge their lack of expertise. The second vignette explores authority as a feature of classrooms which simultaneously empowers some voices and marginalizes others. The final class meeting addresses the ways instructor privilege can both reinforce and challenge injustice in the classroom. In the conclusion, I contextualize vulnerability as one route to creating more just courses.