In recent years, under the guise of anti-CRT legislation, politicians nationwide have attempted, and at times succeeded, in prohibiting the teaching of race and racism in PK-12 public schools. Although these laws target a theory not taught in elementary and secondary schools, too often the voices and feelings of caregivers from marginalized communities are omitted from educational policy decisions. This qualitative study examines Black caregivers' feelings toward anti-CRT legislation, focusing specifically on their perspectives about the teaching of antiBlackness and race in their children's high school U.S. history classes. Guided by Critical Race Theory, particularly counterstorytelling, and Black Critical Theory, the findings illustrate the significant role teaching these topics can have on Black students' self-efficacy. Additionally, this study highlights the importance of learning within Black communal spaces, learning from knowledges rooted in the lived experiences of marginalized groups, and emphasizes the need for inclusive educational policymaking.