This study explores Black girls' perceptions of school and the leadership of a Black woman principal. Portraiture as the methodology was used to understand the nuances of education by interviewing and observing six Black girls. In this article, Black girls are situated as experts and co-constructors of knowledge on what it means to be a Black girl in a public school. Findings from this study focus on principal tough love, negative teacher talk, and disengagement as problem-solving.