This paper focuses on pedagogical changes to decolonize an upper-division Anthropology of Women course to focus on BIPOC (Black, Indigenous, and People of Colour) scholarly representation, thus challenging the anthropological canon. I will discuss the pedagogical redesign and implementation of the class—from its associated course description, required readings, and instructional and assessment activities—that I modeled after the Cite Black Women collective’s guiding principles to teach courses with BIPOC scholarship and representation at the syllabi core. Finally, the paper will explore teaching strategies to challenge academic canons that historically have excluded BIPOC scholarship.