This article describes an analytic autoethnographical research study focusing on my experiences developing, delivering, and evaluating course content critiquing war from a feminist anti-militarist perspective as a pre-tenured faculty member. Themes include: professional vulnerability, student resistance, pedagogical possibility, and scholarly holism. This research demonstrates the importance of interrogating the educational experiences of post-secondary professors, and of connecting them to complex sociocultural educational issues such as war, militarism, and gender.