In spite of potentially idealized protections provided by my Veteran status or prerequisite professional competence, teaching as a graduate student instructor has presented several challenges while pursuing my doctorate. In particular, my identity as a Black woman brings with it a certain nonnegotiable existential quandary, further complicating my experiences. These challenges sometimes stifle my progress as an effective classroom manager, and at times, silence my voice. Communication scholar Katherine Hendrix’s research strongly suggests graduate teaching instructors need extensive professional support. As Black women faculty are underrepresented, Black female graduate students have very few mentors to choose from as they matriculate and navigate their various roles as learners and leaders in the collegiate classroom. With these factors in mind, I utilize Critical Race Theory to consider the disrespect, lack of support, and critical diversity and inclusion failures I have experienced as a graduate teaching instructor.