In this article, the authors Dunn, Dotson, Ford, and Roberts, discuss the ways they, as professors of multicultural education with different identities and experiences, attempt to understand and respond to students' implicit or explicit resistance in their classes. Though there has been a broad range of literature on student resistance, the authors approach the topic from a more personal and exploratory nature rather than an empirical one. They organized this article around four major areas of student resistance: race, language, sexuality, and intersectionality. Each author shares her story in relation to one of the four areas, paying particular attention to how their individual identities intersect with the academic topic and how they have tried (both successfully and not) to respond to student resistance. Finally, they conclude the article with a call for continuing dialogue about this important topic.