This essay addresses the concerns educators and philosophers of education might have about an Africana existential philosophy of education by first defining Africana existential philosophy. Then, it performs a brief phenomenological investigation of the lived experiences of persons of African descent in the United States. This essay concludes by offering a few valuable insights for educators and philosophers of education on how to identify and perhaps transcend the anti-black racism embedded in most of the U.S. educational institutions from kindergarten to graduate school.