Equity-minded teaching entails intellectual and emotional labor that can create challenges and tensions for the instructors as well as the students. Equity-minded teaching requires problematizing disciplinary norms that center and uphold white, patriarchal, middle- and upper-class norms. This article discusses some of these challenges and tensions of equity-minded teaching and the institutional contradictions that hinder such teaching from thriving. Institutional leaders can examine promotion and tenure policies as well as teaching evaluations to support equity-minded teaching and create sustained professional development within and across disciplines.