This article presents a self-reflexive analysis of the complexities of conducting Afrocentric education research while living with a "double consciousness." Having been "called" to places that are considered to be "taboo" the author takes readers on a journey that begins in his busy mind and ends in on the African continent in a "rabbit hole." Drawing on the ethnographic and Africalogical traditions, the author provides a much needed explanation of where Afrocentric education began and is headed, and how the method has advanced from being a "general" attempt to increase pride and cultural awareness to a more focused attempt at cultural inculcation. As the journey ends, the author illustrates a very different and life-changing cultural experience that gives him the ability to "see" very clearly for the first time what it means to live from the cultural perspective of the "other."