A class assignment administered by the author in her Research Methods in Education class resulted in the question of whether there is any sort of pedagogical advantage to introducing social justice issues as if you aren't really intending to teach students about them. This article describes an investigation of the author's teaching experience in that same course during that semester, which lead ultimately to a change in her own informal theory of student learning and student resistance. This article focuses on the students' self-narrative and the author's self-narrative.