The needs of Black girls are often overlooked by teachers, administrators, and policy makers. This oversight has contributed to a lack of educational programming and policies that address the impact of the intersection of racism and sexism on the educational experiences of Black girls, with some attention to the achievement gap. Policies simply focusing on race or gender ignore the unique positionality in which Black girls live and learn. Compounding this discussion is the recent focus on postracialism in America. This article addresses this neglect, and suggests a framework to assist teachers and administrators in bridging this gap in educational programming and policies.