This qualitative study examines the use of counterspaces by eight upperclassman African American students at a predominantly White institution. This study sought to identify how counterspaces were used by African American students and how those counterspaces foster a sense of belonging for students. Field observations and semi-structured, in-depth interviews were utilized as the qualitative techniques for data collection. Based upon the analysis of data, four major themes emerged: (a) the participants' impressions of student involvement; (b) the participants' encounters with microaggressions; (c) the utilization of individuals as academic and social counterspaces; and (d) the participants' comfort with "being yourself." The findings of the study resulted in implications and recommendations for higher education. In addition, the findings generated recommendations for future research and practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]