Reclaiming healthcare stories can be a uniquely empowering way to teach English language arts (ELA)--especially for students of color, who are disproportionately likely to have personal or family stories of medical trauma. This article presents a way to use culturally and historically responsive literacy to empower high school students to use their ELA skills to reclaim their healthcare stories, as well as to launch themselves as changemakers to pursue a more equitable U.S. healthcare system. This article shows English teachers how the author's approach guides students in exploring personal and familial medical stories, sharpens standards-aligned transferable skills, and empowers students to think beyond entry-level medical positions and move toward becoming pioneers of change in their communities' medical systems.