This article discusses the results of two qualitative studies concerning a group of 58 African American girls attending an urban school district. Findings from the first study document year one of a longitudinal project examining how the girls develop socially and academically in a state-operated school district. Data from the second study illustrate how a subgroup of the girls (n=22) develop their technology skills. Drawing on Black Feminist Theory, this article compares the findings from both projects to explore how this group of African American girls' peer behaviors, recorded during their school interactions, juxtapose with their peer interactions in cyberspace.