Black females achieve high standards of success yet their lived experiences are frequently absent from educational literature in Canada. This article documents the navigational strategies adopted by four Jamaican-Canadian girls to achieve academic success and discusses how they conceptualized their identity and the role(s) their identity played in their schooling experiences. In contrast to the deficiencies that are often highlighted in studies on the schooling experiences of black students, we draw on critical theories to shed light on the positive aspects of these black females’ schooling experiences. Such an approach disrupts negative views of black students as lagging behind in education and provides examples for other students on how to excel in the face of educational barriers. These narratives provide education policy makers with current perspectives on how students struggle to overcome obstacles to achieve academic success in a system that promises to be accessible to all students.