The article uses sociolinguistic and ethnographic methods and Black feminist theory to explore the classroom interactions of Pam and Natonya, two Black young females, during one event in a required high school British literature classroom. The event is presented as a telling case to explore gendered and racial complexities facing young Black female students in a British literature class, dominated by literature written from a Eurocentric perspective, primarily by White males. The telling case was analyzed to explore how Whiteness functioned within the British literature curriculum and classroom interactions and how the two Black young women were negatively positioned as a result of classroom interactions around the curriculum. The analysis made visible how Pam and Natonya were constantly negotiating whiteness within the British Literature curriculum. Their experiences are important as they afford educators and educational researchers the opportunity to see some of the challenges faced by historically underrepresented students who may have been marginalized by Whiteness within the curriculum. (Contains 2 footnotes.)