Integrating elements of oppression psychology, Popular Education (1999), critical pedagogy, and critical race theory, this article highlights a study of seven African American elders who graduated from a Senior Advocacy Leadership Training (SALT) program. These elders confronted external and internal oppressive ideologies and challenged the stereotypes of African American elders. They accomplished this via a critical theoretical approach to the study of African American history and the promotion of the elders' strengths as leaders. The findings increase our understanding of African American elders as leaders and the role of Popular Education in affirming their leadership capabilities. (Contains 1 table.)