Universities increasingly call upon employees to educate campus community members on diversity, yet the experiences of these educators are rarely addressed. Via scholarly personal narratives, a team of diversity educators at a predominantly White research university shared their experiences facilitating diversity trainings while attempting to maintain self-care, including their processes of (a) navigating resistance through intersectional identities, (b) proving legitimacy as diversity educators, (c) experiencing burnout, and (d) validating and supporting each as other cofacilitators.