This critical action research study demonstrated the importance of creating liberatory learning environments for Black and Brown student scholars through culturally relevant pedagogy. Decolonization paradigms were employed to understand the impact of colonization and how it currently influences educational structures for Black and Brown students (Fanon, 2005, 2008; Garcia, 2016). The major findings revealed that Black and Brown student voices are systematically suppressed, ignored, or erased in learning environments, leading to a devalued sense of identity, purpose, and belonging. To address this, I developed a blueprint that empowers Black and Brown students to express themselves confidently and authentically in educational settings, both inside and outside the classroom. Through analyzing five data collection points through surveys, semi-structured interviews, and coursework, the data overwhelmingly indicated Black and Brown students yearn for more opportunities to learn in ways that authentically honor their identity and culture. The implications from the study's findings were clear: deliberately constructing learning environments that give due recognition to, acknowledge, and honor Black and Brown identity and culture is crucial for fostering healthy ethnic identity development, academic achievement, and long-term professional success for Black and Brown students. Although the study did not directly engage with students from Indigenous backgrounds, more research is needed to ensure all students benefit from learning in decolonized environments through culturally relevant education. [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.]