Nowadays, anyone who wishes to combat lies and ignorance and to write the truth must overcome at least five difficulties. In the same way that writing the truth entails five difficulties, teaching the truth or teaching social justice in graduate education entails more than five difficulties. Some of these difficulties are inimical to the act of teaching: (1) How to name and speak back to power (courage); (2) Deciding what to teach and if it can be heard (keenness); (3) Designing learning that can invite questions about truth (skill); (4) Working with students to find out when to speak and when alternatives are called for (judgement); and (5) Deciding how best to make our points heard and acted on (cunning). In many ways, it is the vocation of an educator to speak truth, call leaders to account, transform society, and facilitate learning. Yet at times educators refuse to turn those challenges back on themselves--to look at what they really do when they teach and when they learn in graduate education. Although educators, especially those in North America, have been concerned about injustices related to gender and race (social and cultural), they have been less concerned with how these interact with economic disparities. In this article, the authors reflect on and analyse their own experiences as graduate students and teachers to understand the place of social class in education.