Drawing on intersectionality and representational identity theory, this article centers Black women legislators' collective and individual experiences to examine how their experiences shape their policy ways of knowing and education policy priorities. The women were guided by their own lived experiences of witnessing unequal educational opportunities of students of color and shaped a policy agenda that shifted the widely endorsed cultural norms and policy behavior of the state. As individuals and as a collective, they deployed their Black feminist narrative to promote racial literacy in public policy, reimagined a new policy culture, and sought education parity and equality through multiple policy paths. The women approached education policies not exclusively through the domain of education issues; rather, they recognized the interconnectedness of the historical and present social, economic, and political lives of Black and communities of color.