The authors utilize a duoethnographic approach to interrogate their positionality within a co-caring community of elementary school educators who participated in a week-long writers' workshop as part of their professional development. The teachers worked in a rural elementary school in the American South that served students who represent multiple/intersectional marginalized identities. A self-reflexive inquiry led to connections between the gendered hierarchies in the authors' evangelical upbringings and the top-down authority structures in the immediate school context of the professional development. In both instances, micro-resistance to gendered hegemony took form in co-caring communities among women. However, these co-caring communities also caused tension for women who risked severing relationships to leave oppressive situations.