Legislation known as “anti-CRT” bills swept across the United States in 2020 designed to eradicate principles of diversity, equity, inclusion, and oftentimes history from school curriculums. This research employs an engaged anthropological framework to explore the reactions and resistance measures employed by grassroots groups in response to the Protect Students First Act in Georgia. Data analysis utilized over 10 hours of participant observation at events during 2022-2023 in the Atlanta Metropolitan area, in-depth interviews with grassroots leaders from Georgia Educators for Equity and Justice Inc. (GAEEJ) and Teach for Freedom Collective, and surveys provided by GAEEJ on the impacts of legislation on teachers and students, activists’ motivations for action, and their strategies of resistance. The study reveals that resistance to this legislation is grounded in participants’ demand for equity and advocacy in schools and takes the form of community-making and capacity-building for successful initiatives against classroom censorship laws.