Introductory college courses are designed to comprehensively introduce divergent disciplines (Zipp, 2012) and can prepare students to understand the risks for multiple minoritized identities in their fields of study (Shriberg, 2016). This approach is effective, however, only if faculty are appropriately equipped to use intersectional pedagogy. Educators typically do not have the tools to increase their awareness and engage in these concepts, or they may not be willing to (Clark, 2010). The author examines and critiques one professor's experiences in incorporating intersectional theories into an introductory college course. The results suggest that using an intersectional framework will improve interdisciplinary pedagogy in the future.