We are a collaborative teaching team at a mid-sized, predominately white institution (PWI), who sought to explore teaching about antiblackness in teacher education. Using an antiblackness theoretical framework we asked: (1) What are our individual and collective curricular responsibilities as marginalized faculty and instructors within this present moment? (2) How have we adapted and adjusted to meet our senses of responsibility, specifically in addressing antiblackness?; and (3) What are the experiences, reflections, and challenges we face teaching about antiblackness during the COVID-19 pandemic? Using "narrative as praxis" as our methodology and holistic coding, we journaled in response to our research questions. There were three themes that we produced from the data: our bodies are curriculum, questioning and self-doubt, and the responsibility and urgency of doing this work. We conclude with a call to action for teacher education to take up teaching about antiblackness throughout the curriculum.