A common (although not universal) goal of feminist teachers is to create a "safe environment" in the classroom. The meaning of that term, however, varies considerably--some hope students will feel they can share personal feelings and experiences without fear of judgment, some that students will feel they can state their opinions without fear of challenge, and some that students will feel safe to explore intellectual arguments without fear of ridicule. Nevertheless, in each case there is the expectation that teachers will do something to protect students from harm or discomfort. In reality, no teacher can consistently protect his or her students from harm or discomfort. Even the most authoritarian teacher, who relies solely on lectures and squashes all student participation, cannot know how course materials will affect individual students nor control how students interact with each other. In this article, the author provides a case study of an especially "dangerous" class in which students were deeply divided into different (although still feminist) camps. In addition, she analyzes the strategies she used--and some she should have used--to deal with this divide and with the dangers it posed.