In this paper, we analyze our personal narratives and explore what it means to be African American and Latina graduate students at a predominately white university in the Southeastern U.S. We examine the meaning(s) of occupying our positions within locations that have denied us the right to be legitimate knowledge constructors. We analyze negotiations of race, gender, and class dynamics in our narratives and within the university's institutional discourses. Implications point to the benefits of employing Critical Narrative Analysis as a tool for facilitating the personal and professional development of women of color in similar locations, addressing the question of how women of color succeed and thrive in such an environment. (Contains 2 notes.)