What started as a social media based movement, the viral hashtag #blackgirlmagic has transcended into a way of being, and seeing Black girls and women. The essence and prevalence of #blackgirlmagic continues to defy all odds and perceptions in sports, society, and other social spaces where Black girls have been rendered invisible, including in the expanding landscape of dual language education. This study centered and illustrated the narratives of Black girl multilinguals (BGMs) in two-way Spanish/English dual language elementary programs in Southern California. Using Black girlhood (Brown, 2009, 2013) as the theoretical underpinning, this study employed youth-centered, visual-based methods to explore the lived experiences of BGMs at their school sites, their homes, and in their communities. The photographs and phototalks together provided evidence that BGMs practiced freedom in and across their linguistic repertoires that ignored limitations and boundaries of language allocation and fixed language settings, which created a space for self-expression. This study contributes to a significant gap in the research of Black Girl Multilingualism and suggests further research and practice reimagine two-way dual language education as a potential freedom space for BGMs at the full intersection of their identities: Black, girl, young, and multilingual.