This autoethnography shares our personal experiences, narratives and counter-stories as we view the social justice issues of inequities in the education of African American students. Through our journey we highlighted our personal views and real scenarios as seen through the eyes of a reading specialist, social worker and college level administrator. Critical Race Theory in Education (CRT) served as our primary guiding force allowing us to focus on the following tenets: counter-stories, permanence of racism, whiteness as property, interest convergence and critique of liberalism (Dixson, Anderson & Donnor, 2017). Critical Race Theory (CRT) is the framework in Social Sciences that examines society and culture as it relates to categorization of race, law and power (Lynn & Dixson, 2013). The purpose of our study was to take a closer look at inequities that are ignored or not effectively solved for the betterment of African American students. Educational settings serving African American students continued to provide a disservice. This disservice resulted in the recycling of academic failure (Williams, 2017).Our autoethnography has allowed for realism and truth as we shared our personal narratives as to why African American students are struggling academically, emotionally and mentally. [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.]