Using Deleuze and Guattari’s concept of becoming alongside Massumi’s reading of A Thousand Plateaus (1992), I explore how Black girls become educated in the molar assemblage¹ of schools: students, teachers, classrooms, bodies raced and gendered by the practices of White schooling. Through readings of narratives of Black girls, I examine how fixed notions of Blackness and girlhood are disrupted by girls becoming-molecular.² Finally, I consider how Black girls are affected by White schooling spaces and how Black girls’ bodies shift and change schooling spaces by existing in them.