Despite that Black girls have been framed by others in oppressive and dismissive ways, including through cultural and historical devaluation, this study reenvisioned Black girls' identities through their lived experiences and in their own words. Using a multiple case study approach and my own experience as a Black woman researcher, I asked, "How do Black adolescent girls develop their sense of self in the United States?" This study investigated the elements of identity as self-defined by two Black adolescent girls, ages 14 and 16, who were in the ninth and tenth grades, and who resided in a major metropolitan area of the Mid-Atlantic. The Satisfaction with Life Scale; Positive-Affect, Negative-Affect Schedule; and the Psychological Well Being Scale were used as screening tools to verify psychological wellness of each girl. Girls, a parent or guardian who lives with her, and a third party adult, were invited to complete in-depth semi-structured interviews; respondents included a girl-mother dyad and a girl-mother-aunt triad. Based on the results of triangulation of individual case reports and cross-case reports using a thematic analysis, being strong and confident were among the factors the girls in my study used to bolster their identities, though other factors were also explored.