In the realm of gymnastics, Black elite and collegiate athletes are increasingly utilizing mass media platforms to confront racism and sexism, amplifying the legacy of Black excellence in the sport and inspiring a growing participation of Black girls. This study delves into the legacy of Black gymnastics excellence by examining contributing factors through an exploration of the lived experiences of Black girl competitive gymnasts and their parents. Given the typical early start for those aspiring to elite and collegiate status, the increasing involvement of young Black girls underscores the pivotal role of parents in decision-making processes. Employing Intersectionality Methodology (IM) and the Black Girls Literacies Framework (BGLF), this qualitative study addresses key research questions: How do Black girl competitive gymnasts excel and navigate their intersectional identities? How do they employ literacy practices to explore these experiences? Lastly, what are the intentions, impacts, and support systems of parents who enroll their Black daughters in gymnastics? Through demographic questionnaires, semi-structured interviews, and interactive literacy-themed sista circle focus groups, the study offers deep insights into the experiences of five Black girl competitive gymnasts (BGCG) and the influence of their parents. The findings underscore the importance of immersing Black girl competitive gymnasts in literacy practices that celebrate their excellence in gymnastics and beyond, fostering self-discovery and empowering individual and collective possibilities.