This study uses a qualitative research design, a phenomenological approach, and a narrative inquiry component to delve into the past and present experiences of six Black women who engaged in the talk, a colloquial expression for conversations that Black parents have with their children about the dangers they face due to racism or unjust treatment. More importantly, these conscious-building conversations are a rite of passage for their survival, and this study particularly sought to capture significant events of critical reflection in its natural use that might not otherwise be recognized or documented as learning. Since the talk has roots in the counternarrative, critical race theory (CRT) served as the philosophical/epistemological underpinning that informed the study. As a theoretical framework, critical reflection also played a crucial role in informing the study because the talk's effectiveness relies on a reflective practice that extends well beyond the talk itself and what Mezirow (1981) suggests is a critical assessment of one's internalized assumptions that ends with reintegrating into the world with a new perspective. Through a careful analysis of notable collected data, this study examined the participant experience by queries of the following: how did participants digest and dissect learning from the talk to distinguish usable information to apply in real-world settings; did their engagements with the talk elicit thoughts for assessing previously held assumptions about their Black identities; did the participants identify ways in which they examine their thinking relative to their talks; and did the participants utilize the critically reflective practices inherent in the talk to enhance their cognitive development. As the study progressed, the researcher ensured trustworthiness and ethical practice so that participant safety, comfort, and confidentiality were foremost, their stories illuminated, and their voices amplified. Lastly, as compelling themes emerged from this study with the potentiality of improving our understanding of how this population of adult learners shapes their critically reflective practices after engaging in the talk, this research reiterates one of its core visions, which was to explore how content-focused dialogue in the form of intergenerational learning exchanges can be used as learning resources in other adult learning environments. [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.]