One of the field's most enduring problems is the overrepresentation of students of color in special education. A less acknowledged challenge is the overrepresentation of students with disabilities in juvenile incarceration. Quantitative studies have documented the overrepresentation of students with disabilities in juvenile justice. Yet, little is known about the education they receive once they become incarcerated. This qualitative study examined the education of 10 young women of color labeled with emotional disabilities in the School-to-Prison Pipeline. Through in-depth interviews and observations, this study explored the following questions: (a) What processes and practices impact juvenile incarceration education for students with historically marginalized identities (e.g., disability, gender, race, culture)? (b) How is the education of young women of color with disabilities affected by these processes and practices? Findings illustrate how socializing processes and practices aimed at control and compliance constrain education in juvenile justice but also provide an opportunity to do better.