This critical autoethnographic study examined my experiences navigating educational institutions from young adulthood to adulthood, as seen through the eyes of a Black girl growing up to become a Black woman. Specifically, this study included an examination of 10 critical incidents with a combination of the past 7 years of my life that explain the negative and positive interactions that shaped my experiences with the educational system and society while explaining how music, self-reflective writing, and other "parent figures'' (mentors) were all elements that contributed to my educational success. Drawing on Critical Race Theory, Critical Mentoring, Black Feminist Thought, and Critical Autoethnography, this study sheds light on how I, as a Black girl and woman, experienced racism, discrimination, and systems of power in K-12 and postsecondary educational systems and society. I utilized Black Feminist methodologies and qualitative inquiry to analyze self-reflective journals and a compilation of music lyrics, along with interviews with mentors/other parent figures. In my research, I analyzed 10 critical incidents in which I had to deal with issues including racism, pushout, labeling, silencing, and the need for assistance while navigating the educational complex and society at large. Across these incidents, five overarching themes surfaced: finding my voice, understanding my identity, resilience, self-actualization, and recognizing the power of community. This study aimed to emphasize the importance of more effective support networks within educational systems and society, particularly for Black girls and women. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]