The author draws on the ideas of counter-storytelling and critical race methodology to examine the ways that urban, racially minoritized middle school girls create hope in sports and physical activity contexts. Although the passage of Title IX has brought more equal opportunities for many women and girls in sports, racially minoritized female athletes continue to feel opposition to their participation in sports and physical activity. This article identifies how middle school girls use critical counter-storytelling to name narratives that others hold about them that impact their ability to participate in sports. The author highlights how, when given the opportunity, middle school girls can encourage one another to name and speak back to negative narratives. The author also offers suggestions for how educators might create space to hear the voices of racially minoritized girls in the curriculum.