The purpose of this article is to shed light on scenarios in which threatening stereotypes unfold, specifically in an institutional context in which African Americans are overrepresented. Drawing on data and findings from a recent study examining mathematics learning and identity in non-credit-bearing remedial math courses, we present three vignettes that highlight features of identity threat in situ: (a) identity contingency detection, (b) threat susceptibility, (c) stereotype cues (e.g., critical mass), (d) transmission of stereotypes, and (e) pedagogical implications of identity threats. We conclude with implications for studying the intersection of stereotypes and learning experiences.