The purpose of this qualitative case-study is to examine the complexity and double consciousness of a Black, middle class child navigating church and school. Conceptually, the study draws from Black education and theoretically employs Cultural Historical Activity Theory and identity theories. Three research questions were investigated: (a) How are identity roles arranged in church and school settings? (b) How do these identity roles influence a Black middle class child as she navigates each space? (c) How do the literacy practices shape her identity roles? Findings suggest the need for educators to find ways to foster Black middle-class children's literacy practices in meaningful ways. Implications for educational stakeholders are offered.