Background: The historical literature on the civil rights movement has tended to underemphasize the movement's educational activities, while literature on the civil rights and Black Power movements has overemphasized ideological and tactical differences between these chapters in the struggle for Black liberation. A few studies have examined Freedom Schools--educational projects established as part of larger civil rights campaigns--but these studies have focused almost exclusively on Freedom Schools in the Southern context. Purpose: Focusing on Freedom Schools organized as part of a school desegregation campaign in Milwaukee during the mid-1960s, this article explores the pedagogical purpose and philosophy of the Freedom Schools, as distinct from other protest activities undertaken as part of the campaign, as well as the legacy of the Freedom Schools after the campaign's conclusion. Research Design: This historical analysis examines materials such as lesson plans, flyers, and correspondence from the archives of the Milwaukee United School Integration Committee (MUSIC), the organization responsible for the school desegregation campaign. Findings: This article shows that core components of the Freedom School curriculum, which sought to challenge deficit-oriented policies and empower youth to create social change, foreshadowed key tenets of Black Power ideology. Conclusions: These findings suggest that the Freedom Schools, as important sites of ideological development, highlight continuity between the civil rights and Black Power movements and situate the Freedom Schools as part of a longer tradition of education for liberation and self-determination. [This paper was published in "Teachers College Record" (EJ1271628).]