This critical reflective essay highlights three significant moments in one White woman's ongoing efforts to move beyond performative equity work. Through this narrative, the author sheds light on the unspoken rules of Whiteness that limited her engagement with race, reflecting on ways that colorblind etiquette prevented her from seeing her Black students and colleagues. The author employs deeply personal narrative to demonstrate the pivotal nature of individual reflection for White educators seeking to address educational inequities in their institutions and their individual practice.