This study seeks to describe the ways in which students with linguistically and racially minoritized identities narrate their experiences using language in public high school classrooms. Using a Raciolinguistics and Critical Race theoretical frame to explore constructions of linguistic proficiency, bilingualism, racial and linguistic identity, and disciplined language, this study attempts to deepen the current body of research in raciolinguistics by examining the ways in which students with minoritized racial and linguistic identities narrate themselves in relation to their teachers, peers, and broader narratives of language in schools. This research also seeks to attend to the ways these linguistic navigations both participate in and work to counteract the ideological and material violence of schooling. In this ethnographic and interview-based study, Roy D’Andrade’s (2005) work in cultural cognitive structures was used to examine the ways in which racially and linguistically minoritized high school students understand concepts of ‘academic’ or ‘classroom appropriate language’ as well as the ways they conceptualize multilingual practices and their own multilingualism. A series of in-person, semi-structured interviews with students were conducted alongside over 30 hours of ethnographic observations. Interview transcript analysis surfaced the ways in which participants both utilized and rejected four key narratives to describe their experiences with language in school. Specifically: (a) narratives of language learning and fluency which construct language as linear and hierarchical with fluency as the ultimate goal, (b) narratives which understand bi/multilingualism to be socially enabling and isolating, (c) narratives which construct school as an English-speaking space with strict linguistic rules and conventions, and (d) constructions of racial and linguistic identity as mutually definitive and linked. Results align with the existing body of literature which is invested in the narrated experiences of marginalized students and stands to cultivate asset based and liberatory heuristics for discussing and practicing multilingualism in schools. Future research involving additional interviews and a larger and more diverse research team could be conducted to add depth, breadth, and additional perspectives to these findings.