This study highlights the influence of K-12 classroom experiences on college decision-making processes among Black students with dis/abilities. Within this study, participants articulated how positive and negative educational experiences shaped the choice to pursue higher education, as well as factors prioritized during their decision-making journey. This study had two primary objectives, first to move beyond research emphasizing the underrepresentation of Black students with dis/abilities in higher education and instead illuminate their presence. Second, and more critically, to amplify the voices of racially marginalized students with dis/abilities, whose perspectives are frequently overlooked in discussions surrounding K-12 experiences and college decision-making. This study systematically analyzes narratives from nine current college students--one graduate and eight undergraduates--enrolled in the University of California (UC) system and Historically Black Colleges and Universities (HBCUs). This study elucidates four key findings: (1) a negative correlation was identified between the interactions of White staff, teachers, administrators and Black dis/abled students in the context of students' classroom experiences; (2) a positive correlation emerged from interactions among Black dis/abled students and Black educators, (3) the pursuit of higher education was an act of resistance for many participants; and (4) participants described the factors influencing their college decision-making as not only individualized, but also contextualized, and abstract in nature. This study is significant as it provides insight into the K-12 and college going journey among Black dis/abled students while also proposing solutions to further assist Black dis/abled students throughout their K-12 journey and college decision-making process. Several recommendations such as cultural competence and sensitivity training along with holistic assessments and an altogether revamped K-12 curriculum are proposed to encourage teachers, staff, school administrators, and parents to rectify, redress, and redesign K-12 environments to better suit the needs of Black students with dis/abilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]