The purpose of this multiple case study was to describe the experiences of graduate education faculty of varying racial/ethnic backgrounds, learning to navigate difficult discourses on race effectively over time. The study employed positionality as a theoretical framework. Findings indicate that faculty balance what we refer to as "strategies of self" in a bid to work through difficult race talk. In turn, their practice may hold strong potential for influencing a fresh and more holistic approach to engaging in classroom race talk.