Internalized oppression is a pervasive issue that disproportionately affects Women of Color in education. Continuous exposure to systemic oppression, such as sexism and racism, can further exacerbate existing internalized oppression (Crenshaw, 1991) and can result in severe implications on the overall emotional, physical, and spiritual health of those affected (Bryant-Davis & Comas-Diaz, 2016). It is critical to recognize and challenge these internalized beliefs to foster personal growth and collective liberation. By engaging in practices that resist internalized oppression, individuals can reclaim their power and work toward dismantling oppressive systems. Integrating critical action research (Fine & Torre, 2021; Ledwith, 2007) with critical radical feminism (hooks, 2000), this qualitative study used an arts-based approach (Bhattacharya & Payne, 2016) and hypnotherapy (guided meditation; G. Smith, 2022) to explore the use of hypnotherapy (guided meditation) as a liberatory praxis (Freire, 2018) for confronting, transforming, and resisting internalized oppression. The participants of this project included Women of Color from various education settings. The findings of this study offer insight into how a decolonized approach to hypnotherapy (guided meditation) can support Women of Color in education as a praxis for spiritual and emotional health by cultivating a space for empowerment, redemption, resistance, and restoration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]