Even among educators devoted to social justice, common sense can get in the way of anti-oppressive change, as when thinking about teaching in conventional ways. Teaching does not consist merely of what we intentionally “do” with students, which means that we can never fully plan or execute anti-oppressive lessons. After all, what students learn results not only from what teachers teach intentionally, but also from what teachers teach unintentionally and often unknowingly, and various students “learn” different things, depending on the lenses they use to make sense of their experiences. These hidden lessons about the subject matter, about schooling, and about broader social relations are always permeating our schools, emerging from our silences, behaviors, curricular structures, institutional rules, cultural values, and so forth. Often reflecting the status quo or norms of society, they are experienced as parallel norms of schooling, as the ways things are and perhaps should be. And, because of their everyday nature, these hidden, unintentional lessons often have more significance than the intentional ones. This does not mean that anti-oppressive teaching includes ridding our schools of hidden, contradictory curriculums, as if that were possible. Rather, anti-oppressive teaching involves exploring the insights and changes made possible when such hidden lessons become central to one’s teaching. Teaching becomes much more uncertain, quite paradoxical, and centered on oppression in our everyday lives.