The literature about the history of African American education must continue to move beyond deficit-centered research and further explore the varied perceptions and experiences of African Americans from their perspectives. Traditional research often excludes the voices of marginalized populations such as African Americans, who are usually written about instead of being allowed to tell their own stories. Furthermore, the educational experiences of African Americans, as well as the purpose of education, differ from one generation to the next. Using critical race and Afrocentric theoretical frameworks, this study examined the education of three generations of African Americans in Edgecombe County, North Carolina through oral histories. This intergenerational approach focused on how the participants remembered, experienced, and understood education in Edgecombe County, North Carolina from 1930-1980. The questions guiding this research were: What were the educational experiences of African Americans in Edgecombe County, North Carolina across three generations? And, how have African Americans generationally understood the purpose of education? Findings suggest that participants across generations valued education, but the purpose of education differed by generation. Findings also suggest that students valued school environments that fostered community and positive relationships.