The authors discuss how Black girls can engage with literary texts through counter fairy tales (CFT) as a resistive literary strategy to reclaim Black girls' narratives and to be reflective of their experiences. The racial violence that Black girls encounter in school cannot be separated from the remnants of the afterlife of slavery within PreK-12 schools and in English language arts classrooms. When Black girls' identities, ways of learning, and leadership capacities are symbolically bonded by chains through a White-only curriculum, culturally biased literary texts, and pedagogical standards, Black female students are in fact experiencing normalized racial violence. There needs to be a (re)centering of Black girls' voices in ways that challenge the idea that "even Cinderella is white." Black girls must be exposed to and seen within the subject that they are learning while also given the opportunities for counternarratives and resistance to injustice. Early literacy experiences have enduring effects on the perceptions and aspirations of children. This is especially important for Black female learners, given the lack of representative characters in the "timeless classics" such as fairy tales. A model called counter fairy tales (CFT) was developed to leverage Black girls' experiential and communal funds of knowledge. This is necessary to support more inclusive practices in literacy instruction. The CFT model encourages these girls to take traditional fairy tales and rewrite the narrative from their perspective. Culturally responsive and/or relevant teaching in English language arts classrooms has been heightened to deconstruct biases and create safe spaces for marginalized Black girls. With culturally inclusive and supportive classroom libraries and activities that employ the CFT model, English language arts educators can empower Black girls' voices and actions to be enslaved no more.