This study uses qualitative methods to explore the subjective experience of Black girls within the formal educational context. Placing two theoretical approaches in conversation, this study applies a decolonial Black feminist epistemological framework to provide a narrative account of the experience of Black girls in their own words. Recognizing the significance of dialogue, as asserted by Patricia Hill Collins and the Black feminist tradition, the focus groups and follow-up interviews allowed for the girls to explore and exchange their experiences and provide a narrative of their reality in their own words. In a similar vein, solicited diaries with follow-up interviews ensured that the participants discussed their realities with a level of self-prioritization, allowing them to exercise agency. Data for this research study were collected in three formats and analyzed using thematic coding and inductive content analysis. The findings of this research project reveal the challenges from both peers and teachers/administration/staff that prevent schools from being a safe and beneficial space for Black middle school girls. Additionally, the findings uncover the coping strategies Black girls developed to combat the volatility of the environment. This case study highlights the inextricable connection between theory and praxis by outlining the process and considerations of a research project grounded in the principles of Black feminist epistemology, reflected explicitly in question design, prioritization of participants' experience, and reciprocity in the research process. [This content is provided in the format of an e-book.]