This chapter examines the use of self as a teaching tool to explore issues of inequality, power, and anti-oppressive practice. First, we outline, and then critically reflect on, moments when we have shared experiences of inequality and oppression with our students as part of our teaching. Through a process of heuristic inquiry, we evaluate these experiences and consider what learning was achieved and identify a selection of themes that we present as underpinning principles of this type of pedagogy. The outcome of this inquiry evidences the potential for using self as a tool to teach issues of inequality and oppression and, we argue, is a relatively untapped resource within many teaching environments. The examples used within this chapter explore issues of identity in relation to teaching counseling and social work students in the UK. It is envisioned, however, that many of the insights from our experiences could be used by lecturers and educators in other subject areas. In addition, this chapter considers how educational spaces can be made safer to enable more experiential learning when educators and students share their stories of inequality and oppression.