This paper discusses the educational experiences of Black transitional males with emotional disturbance (ED) in regard to their postsecondary preparation and relationships with school staff. Black children, males specifically, are facing a modern-day segregation; where at the intersections of race, ability, and gender they are disproportionately identified as having emotional disturbance leading to their overrepresentation in restrictive educational settings (e.g., special day classes or non-public schools) and a lack of support in inclusive settings. Black boys and transitional youth with emotional disturbance experience some of the worst in-school (e.g., academic engagement and achievement and school discipline removals) and post-school outcomes (e.g., involvement with the criminal justice system and employment instability). Moreover, this paper revealed that Black transitional males continue to be othered in their education environments where they have to "prove" their capabilities when enrolled in rigorous courses, have limited access to academic school counselors, or have nonexistent relationships with general education staff. In spite of the shortcomings of the education system, Black transitional males with ED exhibit high levels of self-advocacy, self-concept, and self-efficacy. This research study documented the experiences of Black transitional males with ED utilizing "Endarkened" and "Black Storywork." This method has the potential to elevate the voices of Black transitional males in regard to their postsecondary preparation, relying on humanizing, asset-based approaches to analysis and documentation; the outcome being adding to the sparse literature that currently exists regarding this population. This research study generated counter-knowledges that lay the groundwork on how to include Black transitional males with ED in the conversations surrounding postsecondary preparation. Participants' contributions inform researchers, educators, and families in the area of building trusting relationships, nurturing a sense of belonging, and cultivating self-determination; working to improve post school outcomes for Black transitional males with emotional disturbance. [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.]