School climate is an essential component of the educational environment that influences the schooling experiences of all students. Research has demonstrated the impact of school climate on students’ mental and physical health, self-esteem and self-concept, rates of substance abuse, attendance, receipt of exclusionary disciplinary actions, academic performance, and graduation rates. Furthermore, positive school climates foster better peer and adult relationships which increases students’ perceived sense of belonging, school connectedness, school safety, and support. Research has also documented the inequitable schooling experiences of Black students and how those experiences shape their perceptions of school climate. Despite substantial research demonstrating the importance of a positive school climate and the disproportionate impact of a negative school climate on Black students, few investigations of school climate from the perspective of Black girls have been conducted. Chapter 1 of this two-chapter dissertation aims to systematically investigate the perceptions of school climate from the perspective of Black girls with and without disabilities. Using the PRISMA method, the authors reviewed 46 research papers published in the past 16 years and identified four publications that met their established inclusion criteria. Findings from the identified studies suggest Black girls have lower perceptions of teacher support for physical activity than Hispanic and white students, as well as more negative perceptions of school racial climate than African American boys and white students. Conversely, the reviewed studies posit that African American girls with more positive perceptions of school racial climate reported a stronger sense of school belonging, academic curiosity, and academic persistence. Additionally, our review highlighted a profound absence of Black girls' perceptions and experiences in the school climate literature. As such, more research to understand the schooling experiences of Black girls is warranted immediately. Broader themes about the schooling experiences of Black girls are discussed. Chapter 2 of the dissertation consisted of a sequential explanatory study that 1) analyzed school climate perceptions of Black girls with and without disabilities quantitatively and 2) established overarching themes of Black girls' experiences within the context of school climate. Together, both quantitative and qualitative phases of the study supported construction of a more holistic and detailed narrative regarding Black girls’ school climate perceptions. Future research should account for the intersectional identities of students to more accurately understand their schooling experiences and implement more targeted initiatives to improve their perceptions of school climate.