In this article, the authors present a composite counter-story of seemingly innocent encounters between a teacher and Raza learners for educators to grapple with color-blind and race-neutral practices when working with Raza learners. The authors offer entry points and questions to reflect on the intersection of race, language, and learning mathematics from the perspective of Raza learners. The use of Raza emphasizes the politics of language to show solidarity against oppressive systems of white supremacy (see Martínez, 2017). Using a term originating within the community resists one way colonizers control groups by imposing names on them (e.g., Latino and Hispanic). The counter-story reveals how the authors' mathematical practices and biases are embedded within historical storylines through the sole use of English that impedes some students' opportunities to participate and be seen as doers of mathematics.