This essay examines the ways in which (Classical) archaeology’s inherently destructive nature is deeply intertwined with and informed by its destructive foundations. Despite the traditional prevalence of white scholars in our syllabi, in our conference panels, and in our institutions, archaeologists of color have made it exceedingly clear in the last several months that this is our discipline, too. By juxtaposing the destructive natures of both archaeological method and the discipline at large, the author suggests how professors can apply principles of archaeological fieldwork to their mentorship of students of color.