The study, undertaken in the United States, investigates the lived experiences of instructors whose courses focus on gender/feminism, queer/LGBT, and race/ethnicity studies in response to the post-2016 US election's divisive socio political climate. Instructors' preparation, content, and teaching were influenced by political and pop-culture events throughout the semester. Strategies for critical pedagogy included engaging in open dialogue with students, establishing a safe and open environment, and approaching the intersectionality of their students with inclusivity. Through pedagogy, instructors were able to create a sense of purpose.