Disciplinary exclusion is disproportionately enforced with Black students with disabilities. Researchers in this area typically examine the overuse of disciplinary exclusion using homogeneous samples narrowed by race, gender, or disability category; however, implications of the overuse and misuse of discipline have rarely been explored at the intersection of race, gender, and disability. Furthermore, Black girls with disabilities and their experiences with discipline are often muted, or overlooked. Due to perceived defiance, which current researchers support, the actions and choices of Black girls are under heightened surveillance. Responses to their behavior often results in inequitable use of discipline. A master narrative of Black women and girls in our society, driven by social perceptions of race, gender and defiance, is magnified when disability is considered. Sociohistorical theory asserts these stereotypes are socially constructed and perpetuated from a history of the dominant, white, male culture controlling the standards of normalcy. Subjective evaluation of acceptable behavior often is filtered through biases and causes disparities in the treatment of individuals with multiple, marginalized identities. This phenomenological study interviewed eight, Black girls with disabilities to explore their needs, beliefs, attitudes and perceptions of school discipline. The interviews were transcribed and analyzed using Colaizzi's methods of phenomenological data analysis (Colaizzi, 1978; Sanders, 2003). The themes of power, voice, and awareness emerged from each girls' story, resulting in suggestions and implications for practice and policy.