This article discusses the negative impact that teaching antiracism can have on teaching careers when students evaluate their efforts and abilities. The published literature abounds with anecdotes about negative student reactions to antiracism teaching, particularly when it involves teaching White students about White privilege. Students often reject both message and messenger, projecting their frustrations and emotions about this topic onto instructors. Therefore, the authors believe that student evaluations for some courses (e. g., psychology, sociology, geography, political science) should include items about whether students have acquired a less racist, more multicultural perspective.