This study sought to document the schooling experiences and perceptions of African American students who attended segregated schools in Edgecombe County, North Carolina. Through counter-narratives the participants provided insight into education in Edgecombe County during the 1960s. Findings suggested that schools were social and academic environments where education was valued. Additionally, findings suggested that participants had a deep connection to their segregated schools and therefore believed that integration removed the community involvement and educational environments that African American students needed to be engaged in school and academically successful. Implications for current issues related to the education of African American students are discussed in the conclusion. (Contains 1 table.)