["Journal of Engineering Education, Volume 115, Issue 2, April 2026. ", "\nAbstract\n\nBackground\nThe experiences of the disabled community are notably absent from engineering education scholarship, with existing research often treating this group as a monolith. Intersectionality provides a critical framework for addressing this gap, illuminating the complexities of disability within ableist contexts by focusing on how intersecting systems of oppression affect individual experiences.\n\n\nPurpose\nBroadened use of intersectionality frameworks is needed to better understand the breadth of experiences within the disabled community. This study captures the nuanced dynamics of disabled identity negotiation by focusing on how individuals' identities intersect to shape their undergraduate engineering journey.\n\n\nDesign/Methods\nThis paper shares the narratives of two disabled, Black international women enrolled in undergraduate engineering programs. It was designed using narrative research methods and guided by Crip Theory and Critical Race Feminism.\n\n\nResults\nThe narratives highlight the complex interplay of disability, race, gender, and nationality within the US‐based undergraduate engineering education landscape. Findings underscore the multifaceted challenges they encounter, which are amplified not only by their intersecting marginalized identities but also by the prevailing cultural and structural norms within engineering education.\n\n\nConclusions\nThis paper emphasizes the need to raise awareness around intersectionality within the disabled community to provide nuanced support to Black international women in undergraduate engineering education. Implications include discussion around deconstructing identity monoliths when considering support resources for students.\n\n"]