This collaborative autoethnography examines the pivotal roles that identity negotiation and Historically Black Colleges and Universities (HBCUs) play in advancing social justice within the framework of an adult education graduate program. Through detailed narratives from three scholars at an HBCU, this study articulates the nuanced ways in which HBCUs cultivate environments that promote equity and inclusivity, which are crucial for fostering social justice. Key findings demonstrate that identity negotiation is not just a personal journey but a transformative lever that HBCUs utilize to empower marginalized voices, revealing both challenges and resilience in these settings. Specifically, the paper highlights the crucial role of HBCUs in developing culturally responsive educational practices that are uniquely positioned to address social injustices and enhance diversity, equity, and inclusion across educational and professional domains. By integrating autoethnography with theoretical insights from adult education and human resource development, this study makes a compelling case for the significance of HBCUs in shaping transformative educational practices that resonate deeply with a diverse student body.