In this collaborative autoethnography, we, a Mexican woman graduate student and a Black woman faculty member, engage critical family history to think reflexively about how our family histories interact with our intersectional positions as Women of Color in academia to influence how we approach teaching family science. Both participants collected genealogical and autobiographical data and reflected on them through interactive interviewing and critical self-reflection. Thematic analysis revealed two major themes: bringing historical trauma into the classroom and representing Women of Color in the classroom. We discuss our findings in the context of increasing understanding of the experiences of Women of Color in family science programs at predominately White institutions. We ruminate about the benefits and challenges associated with a graduate student and faculty member working closely together on such an in-depth and personally revealing project. Our research is grounded in reflexive practice in teaching family science.