Reading and writing autobiography as a pedagogical mode of engaging multicultural education is no longer new. The authors also adopt this strategy in their own respective teachings at two universities where students are predominantly White and (lower) middle-class women. In this article, the authors not only reflect on their own teaching approaches, they also attempt to understand how teaching autobiographical works has influenced their own identities as teachers. They start with each other's reflections on teaching two autobiographies, showing their respective paths and their struggles. These reflections are followed by a "conversation" in which they talk about their own subjectivity-in-making influenced by their teaching. They conclude this writing with an invitation of engaging autobiography in multicultural education as a difficult pedagogical task which destabilizes both teacher's and students' taken-for-granted worlds.