This study examined the influence of drama participation on foundational, digital, and Black Girls’ literacies of urban middle school Black girls. This interpretive case study used the Culturally Relevant Arts Education framework with Black Feminist Thought epistemology to address the following research questions: What are the experiences of middle school Black girls who participate in drama classes in relation to language, identity, and social media engagement? What role does the drama teacher play with urban middle school Black girls who participate in drama classes as they address language, identity and social media engagement? Purposive criterion sampling was used to recruit participants for this study. Semi-structured interviews, a focus group, and a writing prompt were conducted with five Black females; four participants were middle school students who attended Stonybrook School (pseudonym), and one participant was a Black female teacher who taught at the school. The findings of the study suggest that Black girls who participated in drama 1) Experienced enhanced foundational language, 2) Acquired a more positive racial and gender identities, and 3) Demonstrated effective management of social media engagement. Additional findings suggest that the Black female drama teacher plays a significant role with Black middle school girls as they successfully navigate academics, identity, and social media engagement through practicing drama activities, despite the race and gender challenges they face. The findings from this study help inform educational practices, policies, and research aimed at improving outcomes for Black girls in urban middle schools.