The academic needs of African-American girls too often are not linked to their intersecting identities. These interlocked identities often go unseen, thus are rarely addressed in K-12 schools. Specifically, their identities are neglected in some of their English Language Arts classrooms through the sole use of hegemonic literary practices. Literacy 4 Brown Girls was implemented at a midwest school for twelve weeks. The purpose of this case study was to explore the ways in which a literacy collaborative, designed with the identities of African-American girls in mind, might impact the identity construction of 12 African-American girls at a local school. Through careful document analysis, findings from this study reveal that African-American girls require school programs that focus on honoring, uplifting, and supporting the construction of their intersecting identities. Not doing so posits that the identities of African-American girls are unimportant and perpetuates their academic neglect and disengagement.