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While the notion of an anti-racist curriculum is not new, many higher education instructors have not made the transition from a decolonized curriculum to an equally decolonized pedagogy. From a conceptual standpoint, the transition is understood but the actualization of this cyclical process is, at times, not as smoothly executed. Deconstructing delivery is a daunting prospect for faculty, especially for those most invested in the content of their practice. As a result, this paper draws upon both evidence-based practices and the practical application of decolonizing tertiary-level instruction. This article details the experiences of a college curriculum renewal project and the subsequent considerations and changes in practice that ensued in the adoption and delivery of an anti-racist curriculum.