While researchers have used qualitative and quantitative methods to study postsecondary education access opportunity for rural Black youth, the use of critical mixed methods approaches to examine postsecondary education inequities for rural Black youth is unrealized. The purpose of this paper is to highlight lessons learned in using equity-centered, participatory approaches to study postsecondary education access and opportunity for rural Black youth and to develop a critical, asset-based scale to quantitatively investigate postsecondary education opportunity and access for rural Black youth. This study is informative for researchers seeking to develop critical, asset-based measures and instruments, and for educators and policymakers seeking to attend to place-based and racial educational inequities.