This paper discusses teaching somatics in higher education and professional settings. The author examines his background in somatics, dance, and Rolfing® Structural Integration, as well as his research about racialized phenomenologies. The interspersed reflections and curiosities are to encourage engagement, including strategies for implementing antiracist and globally inclusive approaches to lesson planning and curriculum. The Rolfing Structural Integration Principles of Intervention were used as an overarching framework to discuss somatics pedagogy and process. Asking questions of the reader, the author traces his education to inspire an audience of dance and somatic educators to expand their personal threads of inquiry. Ultimately, the goal is to motivate people invested in the field of somatics education and to deepen their approaches towards inclusivity in content and curricula