When teaching, it is almost guaranteed that microaggressions will take place. These seemingly small, ostensibly singular manifestations of oppression can deleteriously effect the teaching-learning environment, our students, and ourselves. As common as microaggressions are, it is equally common that educators are at times unsure of the best way to intervene, particularly in ways that maintain effective relationships with students and/or colleagues. Further, typical best practices for intervening assume the responder’s position as bystander, ignoring the ways that educators may also perpetrate or be targets of injustice.