The purpose of this study was to present the academic experiences and perspectives of undergraduate African American male students labeled with disabilities. This study was intended to investigate an underexplored area that crosses the boundaries of ethnicity, disability, and postsecondary education. The students' reflections offer three key findings: (a) a disability label often leads to lower expectations and negative academic stereotypes; (b) students actively develop counternarratives to thwart the internalization of negative stereotypes; and (c) attendance at a historically Black university can assist students in the development of a self-identity that counters ideologies of African American as intellectually inferiority.