This study explores racism-racial microaggressions in educational contexts from the perspective of Black, Black-white Mixed ancestry, Asian, and Irish Traveller Students. The lacuna in the literature around racialised and minoritised students' experiences of racism in post-primary contexts foregrounded this research. Drawing on semi-structured interviews with ten individuals, the study uses a multi-theory and multi-qualitative method (bricolage) approach to examine the lived experiences of these students at predominantly white educational institutions (PWIs) in Ireland. Critical race theory (CRT) and critical counter-narrative are employed to challenge the master narrative that ‘Ireland is not a place of racism’ and to decentre whiteness and the dominant perspectives and realities rooted therein, which are valorised and given eminence in society. This study foregrounds and privileges the voice, experiential realities, and subjugated knowledges of racialised and minoritised individuals, which are often dismissed and trivialised in education scholarship and other domains. Research participants share the stark reality that racism in all its forms is a very real and harrowing part of their lived experience. The ten study participants provide retrospective and introspective counter-narratives that reveal the dehumanisation, marginalisation, violent erasure, ostracisation, criminalisation, discrimination, and isolation suffered at the hands of members of the dominant group. Participants also reported deafening silences, a fragile race avoidance, and a sweeping under-the-rug approach adopted by school personnel when it came to addressing issues of race and racism. The combined impact of explicit racism and the more subtle, insidious racial microaggressions and the associated effects was reported to be severely detrimental, with long-lasting and far-reaching pernicious repercussions. Study participants offer recommendations for transformative action that policymakers, school leadership, and the teaching body at large can adopt to advance racial equity. Using Huber and Solorzano’s (2020) tree model as a basis, this investigation also illustrates the ways that ideologies inherent in white supremacy serve as roots that produce and justify racism-racial microaggressions. Ultimately, the study calls for a denuding and dethroning of the deification of white supremacy and whiteness for racial justice to prevail in our classrooms, schools, and society at large. An examination and interrogation of whiteness, particularly in predominantly white settings, is a foundational prerequisite for reform at a societal level.