A narrative of racial progress abounds in U.S. history, making it difficult for teachers to present complex interpretations of racial/ethnic discrimination. Historical complexity challenges such simplistic notions of race/ethnicity and encourages critical thinking. Adding anti-essentialist historical content about Latinx communities is one way to complicate perceptions of race relations in the United States. When combined with historical inquiry, or the act of "doing" history, anti-essentialist historical content can help students articulate a more complex understanding of history. Studying "Mendez v. Westminster," a 1940s California case about Mexican American desegregation, offers an opportunity for educators to leverage these historical and racial/ethnic complexities. Specifically, we highlight how to (1) provide background on the historical and racial/ethnic context of the 1940s, (2) highlight Mexican Americans' racial/ethnic and language complexity, and (3) use historical inquiry to expose the multidimensionality of Mexican American discrimination.