Occluded genres in academia work “behind the scenes” to support and develop an academic’s professional identity. However, while significant attention has been paid to occluded genres that support an academic’s identity as a researcher, very little scholarship examines how occlusion operates in genres of pedagogy, such as the syllabus, teaching statement, or assignment prompt. These genres promote and endorse an academic’s teacherly identity, not only by expressing a teacher’s authority and expertise in the classroom, but also by representing a teacher’s pedagogical philosophy, activity, and experience in other academic scenarios beyond the classroom. In this article, I explore the characteristics of occlusion associated with these genres as well as the implications faced when their rhetorical complexity is obscured by that occlusion. Ultimately, I argue for an increased awareness and study of the occluded contexts of pedagogical genres so that we may better understand how these genres facilitate the pedagogical activity and identities of teachers within academia.