In this article, I explore my fantasy qualitative classroom, one that promotes “paradigm driving,” rather than paradigm-driven research. I discuss how paradigm essentialism, ontologization, and idolization, although important to learning qualitative research, get in the way of creative, flexible, and ambiguous approaches to research design. I share strategies for disrupting these forces in the classroom. My exploration highlights the challenges of teaching with multiple epistemologies in mind. I conclude by welcoming failure as necessary to revise my ideals and to stave off the fascism involved in imposing a utopian fantasy and looking forward to how I will work with failure the next time.