This qualitative study explores the educational experiences of an African-American adult woman with disabilities. The intersections of gender, race and disability are theorized through the lenses of disability, feminist and critical theory. Specifically, I address the following three questions. What are the experiences of an African-American woman with disabilities in schools? How might these experiences be theorized? Do these experiences offer new ways of understanding oppression that may contribute to empowering individuals labeled with multiple, intersecting identities?