Critical Race Theory and Critical Whiteness Studies assert colorblindness flourishes when most urban teachers who are White feel emotionally uncomfortable to engage in dynamics of race in the classroom. Colorblind ideology distorts urban teaching because it presumes (a) many White teachers are missionaries trained to save and (b) urban schools are pathological deficits that need to be "saved." We propose a "community of color epistemological approach" that draws from emotional strengths found inside urban communities of color and supports the pedagogical and emotional investment needed to (a) operate critical race activism inside urban classrooms and (b) disrupt the normalcy of Whiteness in schools. We present a counterstory of how one urban teacher engaged in critical race teacher activism.