The rise of a “colorblind” vernacular among young adults’ limits how they understand race and racism in ways that allow white supremacists ideologies to thrive. In the United States, for example, immigration policies, policies and practices regarding criminal justice and policing, health and housing are often framed using Black and Brown people as a cautionary tale for failing policies or to squelch policies that promote redress from historical oppression—conflating issues with race. Additionally, young Black and Latinx adults understand race and racism within this conflation—often to their communities’ detriment. Liberatory research methodologies offer opportunities for young adults, specifically undergraduates at Historically Black Colleges and Universities (HBCU) to catalyze and expand their efforts for community change and social justice. This descriptive study explores the process of using problem-based learning to teach undergraduates liberatory methodology and qualitative research methods to affect community change and social justice. Short surveys with student researchers, their personal reflections and classroom observations illustrate how student researchers’ use qualitative research methods to examine how racism and sexism manifest in contemporary social problems. Additionally, the data describe how student researchers perceive their ability to use skills to resist oppression and make social change and continue anti-racist work.