In the current political climate, racial, gender, and sexual differences are controversial topics, particularly on college campuses. This illuminates the need for increased focus on these issues in college classes. Although the literature on teaching about privilege is small, it is dominated by the voices of White faculty and almost completely focuses on racial issues. Marginalized faculty are rarely heard in this literature, and academia lacks an intersectional understanding of teaching about oppression and inequality. This chapter is an intersectional exploration of faculty of color and how their gender and sexual orientation affect their teaching about privilege. It expands understanding of impression management among faculty of color and how its significance changes based on age, gender, and other factors. It expands the understanding of issues surrounding teaching about inequity from an intersectional perspective and moves the focus beyond tenure-track faculty. It adds to the literature focusing on the experiences of faculty within the classroom and provides ways to support marginalized faculty in their teaching. Although the faculty interviewed here are sociologists, there are broad implications for teaching across disciplines.