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This research is part of a larger phased study in which the researchers worked with participating teachers who exhibited a tacit knowledge of decoloniality to develop a conceptual framework for decolonizing the Texas humanities curriculum. This study represents the second phase of the research in which participants and the researchers had conversations around coloniality and decoloniality, classroom practices, and lesson plans. We worked to update our initial conceptual framework to incorporate more nuances around decolonizing curriculum that went beyond problematizing settler violence and included more abstract colonial iterations (i.e. identity constructions around gender and digital colonization). This study revealed that while teachers may work hard to decolonize their classrooms, the colonial infrastructure in education is engrained and difficult to navigate.