Although U.S. schools grapple with persistent racial inequities, niceness, a socioemotional way of being that privileges whiteness, regularly impedes equity efforts in K-12 and teacher education settings. In the Midwest, niceness is uniquely rooted in a historical "obsession with public civility" (Cayton & Gray, 2002, p. 159) that advances whiteness through a "demure white supremacy" (Cleveland, 2021, para. 6), particularly in education. Here, the authors theorize Midwestern educational niceness, a regionally produced and enacted phenomenon "nicely" instantiated by the overwhelmingly white, Midwestern teacher workforce that stymies equity efforts. The authors conceptualize the ways whiteness, through niceness, works through other phenomena including color-evasiveness (Annamma et al., 2017; Bonilla-Silva, 2006), white fragility (DiAngelo, 2018), and emotionalities of whiteness (Matias, 2016). Countering the insidiousness of Midwestern educational niceness will require a recognition that this regional form of niceness and equity are incommensurate.