In this article, the author shares reflections on a difficult learning journey. Tianlong Yu first describes the difficulties and resistance students demonstrated in understanding anti-racist education in general. He then shares his attempt to understand such student difficulty and resistance through an analysis of the social and educational contexts that situate and confine students. Finally, a discussion of the pedagogical efforts that were made to help students learn in anti-racist education. An emphasis on autobiographical examination was adopted which, the author believes, has great potential to assist students and teachers in the growth process.