The author's former College of Education encouraged faculty to implement pedagogy that responded fully to the needs of citizens in diverse situations, including the urban, metropolitan community they served. Such a vision requires, by default, a sincere effort to change or "reform" schools. Research endeavors involving the social and historical contexts of education (e.g., Hughes, 2006a; Milner, 2003; Noblit & Dempsey, 1996; Valenzuela, 1999) suggest that any sincere and sustainable school reform effort must necessarily begin with critical reflexivity and subsequent individual and collective action. Results of this research also suggest that such an effort must involve a transformative caring agent to disrupt oppressive experiences and narratives of race, while remaining "intimately cognizant of the necessary intersection of ...class and gender" (Jennings & Lynn, 2005, p. 26). This article addresses how autoethnography may contribute to this effort by illustrating a promising connection of autoethnography to "critical race pedagogy" (CRP) (Jennings & Lynn, 2005) in graduate teacher education. The remaining text discusses: (1) the theoretical framework of "critical race pedagogy" and its challenges for traditional caring; (2) autoethnography and its extant connection to pedagogy; and (3) evidence and concluding thoughts regarding how the author, one Black male professor from a working poor background, connects autoethnography to "critical race pedagogy" along with a White graduate-level, urban high school English teacher named "Maggie" (pseudonym). The connection of autoethnography to critical race pedagogy is illustrated through interwoven narratives of race-, class-, and gender-related struggles and hopes voiced by Maggie and the author.