The following article explores the experiences of one of the authors who desegregated a junior high school during the early 1960s. The article is written as an auto/biographical study and resulted from the collaboration between two university professors. We believe this dualistic approach, grounded in ecological theory and referencing culturally responsive pedagogy, allowed us to explore the experiences of desegregation from a unique perspective. Two primary themes emerged from this study: silenced and giving voice. These themes will be defined and explored and implications will be offered.