The purpose of this article is to critically probe racial discourse around how the convergence of Black Lives Matter (BLM) and white nationalist organizations complicate the reality of segregation, education, and social change in a rural community in Central Georgia. Critical race studies ground the work, using narratives as a device to frame and examine what school transformation can look like for Black people living in rural communities. The method for this study is a critical ethnography that draws on census data, school district achievement data, and informal conversations and interviews conducted in person and though social media. The findings from this research suggests that some African Americans in this rural community are beginning to embrace forms of segregation as a reparative compromise to dealing with racism in their community. The implications of this study contribute to the literature on race and education in rural schooling and community.