Feminist pedagogy has revolutionized the academy and has powerfully informed and transformed teaching and learning. By addressing the power issues that are inherent in the classroom, feminist pedagogy has asked academicians to examine their individual practices, curriculum, and perspectives for subjugation by gender, race, and class. Furthermore, feminist pedagogy has encouraged teaching practices that empower students because it asks teachers to develop styles that are nonauthoritative and nurturing. There is no one-size-fits-all feminist pedagogy, however, and the combination of feminist pedagogy and women of color can make for a dangerous liaison. In this article, the authors, both women of color, discuss four themes: Mastery, voice, positionality, and authority, as the means for exploring feminist pedagogical practices. Within these four major themes are many underexplored subthemes, such as student resistance, professor imposterism, and the antifeminism inherent in academia's androcentric rationality. The authors chose three incidents to represent their early teaching dilemmas: being interviewed by a student before he would consent to take the class, receiving evaluations that centered on how they dared to be different and not fit the stereotypes that students had of Asians and African Americans, and co-teaching with another women's studies professor with disastrous results. These examples are provided to explore, critique, and present feminist pedagogy as a different phenomenon for women of color.