Taking up the Black critical feminist perspective that the personal is political and that me-search is research (Dillard & Bell, 2011), we explore the everyday ways that our lives are shaped by the interlocking effects of race, gender, class, and our positions as Black motherscholars in higher education. Through photovoice and video diaries, we documented how we live and do our work as Black motherscholars. This chapter outlines the guiding prompt: What does it mean to be a motherscholar? Our visual duo-nkwaethnography (Allen-Handy, 2021) project responds to this question, naming and visually articulating the inherent dualities in our work as Black motherscholars and our positions in the academy. We use the concept of the borderlands (Anzaldúa, 1987), along with theorizations of figured worlds (Hines-Datiri & Carter Andrews, 2020) to tease out the tensions, liminalities, and affordances of being Black motherscholars amidst rampant anti-Blackness and the ableist, neoliberal patriarchy upheld by institutions of higher education in this particular historical and political moment.