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Undergraduate mathematics instruction contributes to marginalization among women and racially minoritized individuals’ experiences. This report presents an analysis from a larger study that details variation in minoritized students’ perceptions of potentially marginalizing events in undergraduate mathematics instruction. With past research on undergraduate mathematics experiences largely focused on students’ post-hoc reflections and one or two race-gender intersections, this analysis extends prior work by attending to variation in students’ in-the-moment perceptions of mathematics instruction across various race-gender intersections. Findings highlight how issues of underrepresentation, stereotypes, and instructor care contributed to interpretations of instruction-related events as potentially marginalizing. The report concludes with implications for teaching practices in undergraduate mathematics that academically support and socially affirm students from historically marginalized backgrounds.