Continuing racial inequities and marginalization have led some communities to reject reliance on public schooling by forming their own programmes and/or schools, claiming sovereignty over the education of their children. We highlight Freedom Schools as one such ongoing but under-studied movement that precedes and contributes to recent, increasingly consequential demands for justice. Our mixed-methods case study explores the social networks through which cultural capital is developed and its roles in claims to educational sovereignty. Community cultural wealth theory guided our identification of three forms of cultural capital--aspirational, familial, and resistant--while social network theory guided our examination of their development.