In the 2012 essay, "The Girls from Compton Go to College," the authors analyzed how growing up in Compton, California, impacted their identity development as scholars, teachers, and activists. In this article, the authors build on their previous work, utilizing a similar reflexive process to delve more deeply into how cultural capital and habitus as "Girls from Compton" helped them negotiate their post-college work and graduate school experiences and develop their culturally based feminist epistemologies, or ways of knowing, feeling, being, and doing. Through this self-inquiry, the authors realize that their epistemological standpoints as feminists of color evolved from their resistance to the unrelenting expectations of family and academia. The practice of radical self-care emerged while they learned how to teach and mentor. In particular, the authors reflect on how learning to prioritize their well-being and survival guided their education and career choices earlier in their lives and influence their professional practices as tenured faculty now. The authors hope that the lessons learned from their stories will enhance broader conversations on the experiences of women of color who become faculty and feminist teachers.