The authors use Franklin's Invisibility Syndrome Paradigm to deconstruct prior experiences in U.S. classrooms, with the goal of understanding how those experiences contributed to their persistence as Black women doctoral students. Findings reveal that a master narrative rooted in racist and sexist ideology was enacted in the classroom and reified through a series of academic transactions they experienced as Black girls. This research bears great significance for P-20 education, as their analysis illustrates how master narratives enacted in the classroom ignite a hidden curriculum that is imparted specifically with Black women and girls in mind. With this research, the authors present an oppositional discourse where they as Black women make visible what was designed to remain invisible.