The emotional labor of organizing, leading, or participating in campus protests may affect Black students' involvement in social justice activism at rural, predominantly White, higher education institutions. In this study, we examined the experiences and reflections of three Black students who engaged in a Black Lives Matter-inspired protest at a rural, public, historically White regional university in the South. We used a narrative design approach and critical race counter-storytelling methods to present an account of a peaceful protest organized by the students. The counter-stories we present demonstrate both the courage and costs of activism engagement for Black students at a historically White, rural university. We conclude with providing ways in which university personnel and stakeholders in rural communities can stand in solidarity with students to heighten their voices and desires to render societal change. [This article was written with Jayla Cofield, Nicholas Fullenwider, Chloe Pearson, and Amber Sturdivant.]