My purpose for conducting the critical self-reflective research described in this article was a desire to improve my effectiveness as a teacher in the field of First Peoples’ education. The impetus for undertaking this research was a critical incident in my teaching career that I refer to as My Story of Sal. Writing autoethnographically, I use personal narrative as method, and show My Story of Sal as a representation of curriculum and pedagogy in my teaching praxis. I apply a critical lens of whiteness studies to the narrative to reveal whiteness in my classroom.