This article examines the potential and limitations of pedagogy of discomfort in a classroom of 10- and 11-year-old students of an integrated school in Northern Ireland. At the centre of the analysis are the students' and the teacher's emotional experiences and the resulting consequences when a discomforting pedagogical activity (an adaptation of the classic "Blue-Eyed, Brown-Eyed" exercise) is implemented to teach students about social injustice. The theoretical framework that informs this investigation is grounded in the notion of "pedagogy of discomfort". A qualitative, ethnographic perspective forms the basis for the data collection and analysis. The findings show that the pedagogical exercise does not have the same impact on all participants, yet it contains several risks, most notably those of differential power and privilege between teacher and students and the ethical implications of putting some children (even temporarily) in a disadvantaged place. The implications are discussed in terms of teaching and learning through discomfort. (Contains 7 notes.)