This paper presents a foundational classroom exercise used to help introduce the systemic and interactional aspects of the binary gender system, using 12 occupations selected from the Bureau of Labor Statistics and personality characteristics from the Bem Sex Role Inventory. This activity was conducted in an introductory Diversity course at a Midwestern community college over 13 semesters (n = 603). Collected results indicate a strong tendency for students to invisibly gender each occupation without any suggestive cues and a willingness in retrospect to examine their role in the implicit process of gendering. As such, this exercise may offer an additional strategy to help students understand that their individual agency can serve both to reproduce and challenge existing power relations.