This mixed methods dissertation uses survey research and the creation of a single case study to explore the ways adolescent girls create worlds of power to navigate high school and its concomitant curricula from the classroom margins. Incorporating a feminist methodology, the theoretical frameworks are Critical Education Theory in concert with Feminist Standpoint Theory to explore the interaction of the Case Study Girls with the cross-section (N=152) of their female high school peers. The Cronbach’s Alpha for the survey instrument created for this study is .723. Statistical analysis via a paired samples t-test revealed significance of the means between a girls’ sense of power with classroom processes and these same girls’ feeling of efficacy exerting peer-based power. (Classroom Power M = 3.64, With Peers and Others M = 3.24). The qualitative analysis shows that the Case Study Girls are aware of and derive personal identity from their status as a “quiet observer” of the high school classroom margins. Aside from interviews with the case study girls, their primary (female) parent and their designated power teachers, additional postmodern qualitative artifacts were created like sociograms of student and teacher interaction in the power classrooms, collages from a distinctly female point of view, and the case study girls’ interpretation of current media and texts. The research site is the Inter-Rocky Mountain West.