"Testimonio" in educational research can reveal both the oppression that exists within educational institutions and the powerful efforts in which students of color engage to challenge and transform those spaces. We utilize "testimonio" as a methodological approach to understand how undocumented and U.S.-born Chicana/Latina students experience the effects of and responses to a systemic, subtle, and cumulative form of racism, racist nativist microaggressions. We draw from critical race and Chicana feminist frameworks to understand the effects of microaggressions as embodied systemic oppression (Cruz, 2006; Moraga & Anzaldua, 2002b). Our analysis reveals that the students engaged and created counterspaces within K-12 institutions that challenged oppression and sought to transform the educational spaces that marginalized them. Throughout these findings, we explore the process of "conocimiento" (Anzaldua, 2002) that allowed the women to engage in reflection, healing, and celebration of their resiliency. (Contains 18 notes.)