This study used qualitative research methods to explore the educational experiences of four African American women with disabilities, revealing how each participant developed a critical consciousness in response to the dominant ideology surrounding the discourses of African American, woman, and disabled. The development of a critical consciousness led participants to counter the oppressive nature of their educational experiences by engaging in acts of resistance. Recommendations are made with regard to how K-18 educators might support and capitalize upon students' critical consciousness to facilitate equitable classroom communities. (Contains 1 note.)