Research suggests that diversity is not often readily accepted within the classroom by students driven by their personal perceptions and biases of working with diverse educators. Furthermore, racial ideologies are often projected across campus during communication and actions by students and faculty. Using a theoretical framework for microintervention strategies, and learning from lived experiences, the authors propose recommendations for disarming and educating students and faculty with regard to the physical and psychological harm inflicted by microaggressions on members of targeted groups. It is hoped these reflections and experiences might be useful for other educators who are learning to take a leadership role in supporting the success of all students in higher education. These experiences will help others recognize the uncomfortable nature of confrontations and the absolute necessity of using the position of educator to address the issues, inform the students, and work to proactively and reactively address microaggressions in the classroom and across campuses.