A praxis and pedagogy, decoloniality can play a critical role in students’ understanding of systems of oppression and their role in creating systemic change. As decoloniality emphasizes the importance of undoing and unlearning, it is critical that a decolonial pedagogy (Buttaro, 2010; Lissovoy, 2010) provide students an opportunity to engage in these actions. One possibility that should be explored is how youth participatory action research projects-taught within a decolonial pedagogical curriculum- can be used in schools to enhance students’ understanding and commitment to the decolonial project (Cammarota, 2014, 2009; Morrell, 2008). Using autoethnography (Anzaldúa, 2002), the paper discusses the process that a group of Latinx high school students went through to create “Soy Yo” and draw upon decolonial theory to analyze how learning about decoloniality and YPAR led them to begin the process of decolonizing their school. The concludes with risks and rewards that these stakeholders encountered during this ongoing project