In this paper, we detail our praxis of decoloniality in the context of a community‐based study that employs a quantitative experimental methodology to evaluate an intervention for girls involved in the juvenile legal system. We resist the essentializing of methodology that positions quantitative paradigms as impermeable to reflexivity and decoloniality, and describe a model for training and supervising researchers engaged in an experimental randomized controlled trial of an advocacy program for girls, most of whom are girls of color and about half of whom identify as LGBT. In this way, we consider researcher training as a critical teaching context and describe the ways in which our training, community‐based data collection, and supervision structure are anchored in de/anti/post colonial and indigenous scholarships. Specifically, our praxis is centered on conducting research as a site of resistance to hegemony, and practicing a critical compassion rooted in remembering complex personhoods. We further discuss the boundaries and limitations of our own epistemic power in relation to two central questions: how can researchers influence how knowledge is produced? How can researchers influence how knowledge producers are themselves produced?