This article creates a conversation surrounding teacher education and the ongoing need to relearn, reeducate, and understand social hierarchies in the classroom. Drawing on the concepts of culturally relevant pedagogy and critical Whiteness, this article discusses the pedagogical biases that exist for White teachers working with communities of color and suggests ways teachers can reflect to (a) adopt equity mindsets through examining their own teaching pedagogies, (b) realize and understand the hierarchies of their classroom, and (c) build in time for student leadership and acknowledge student knowledge.