In this article, I--a White, French-immersion teacher-researcher--engage in a reflective examination of my research and teaching practices involving African American students. My critical reflection of my research examines the instruments used in my comparative study of African American students' experiences in the French-immersion context and the regular education context. My concurrent reflection on myself as an instrument in the study and my own teaching practices revealed to me that despite my own "critical" awareness, I actually shared many of the oppressive practices and beliefs of regular education teachers. I realized, furthermore, that such beliefs were indeed oppressive to our African American students and ourselves, the teachers. The discussion of these findings unearths the complex issues that White teachers-researchers need to examine in working with African American students, and it reveals their implicatedness in the very systems of oppression that they are attempting to deconstruct. (Contains 4 notes.)