(Purpose) The purpose of this study was to investigate the positionality of low income, African American school girls toward mathematics and science learning as they transition from elementary to middle school. The researchers sought to examine how culture, class and gender affected the girls' positioning in terms of mathematics and science, as well as the effects of the way in which teachers, parents, school counselors and administrators position the girls. (Methodology) In order to gather data, a focus group interview was conducted with five sixth grade girls and semi-structured in-depth interviews were conducted with two teachers, a school counselor, a principal and a parent. (Results) Using domain analysis, two major themes were identified, including positioning and pedagogy. (Conclusion and Recommendations) Implications for this study include increased emphasis on students' funds of knowledge in school curriculum and a need for further research on the role of positionality on construction of knowledge in the classroom. (Additional data.)