In this study, I explored how two Black high school students experienced a food justice curriculum and school-based gardening activities by examining student reflections, interviews, and classroom observations using a critical race theoretical framework. Findings suggested that in addition to learning key agricultural skills and concepts, participants learned more about food justice and considered their roles in the food justice movement. Findings also suggested that the experience may have changed how they view their civic attitudes as they relate to food justice. As a result, I argued that educators must provide Black students space in agricultural education programs and classes to explore pressing issues in their local communities, valuing them as epistemological contributors in classroom spaces.