This article describes a collaborative research project that took place in two south-western US border towns and sought to understand how four "muslim" girls (age 14-17) expressed and negotiated their bodily learning experiences. Drawing on both the work of "arab-muslim" critical feminist Fatima Mernissi who utilized classical Islamic tools of research and my positionalities as "arabyyah-muslimah," I used insider's methods to discuss how three "hijabs" (veils)--the visual, spatial, and ethical--acted as a central genderizing discourse that challenged the girls' learning opportunities. This article shows how the girls' parents enforced these three "hijabs"; how the girls questioned and "deveiled" the hijabs in their dress, mobility in public places, and physical behavior around boys. This inquiry is a call for critical feminist researchers and educators to recognize how these three "hijabs" form a key genderizing discourse in the lives of "muslim" girls. It also presents the importance of: (1) working "with muslim" girls as agents in their own lives; (2) critical engagement with difference between researchers/educators and "muslim" communities; and (3) practicing a critically reflexive pedagogy of "deveiling." (Contains 9 notes.)