The purpose of this qualitative research study was to understand how being both Black and male (i.e., Black male intersectionality) shaped the lived experiences and academic success of high-achieving Black male undergraduates in engineering majors at a predominantly White institution (PWI). Consistent with prior research, high-achieving was defined as having earned a cumulative grade point average (GPA) at or above 3.0. A counternarrative approach was used to obtain the stories of this understudied population who has achieved academic success in college, despite all that is stacked up against them. Southeastern University (pseudonym), a large, public PWI located in an urban city within the Southeastern region of the United States, was selected as the study site because it has consistently been nationally ranked as a top producer of engineering bachelor's degrees awarded to underrepresented racial and ethnic minority students, particularly Black students. Eight high-achieving Black male undergraduates in engineering majors at Southeastern University were selected for the study through two specific types of purposeful sampling procedures: criterion and snowball sampling. This study used analysis of narratives to construct the primary data, which were collected through an online demographic survey, an online narrative exercise, individual interviews, and a focus group with the eight participants, into themes. Three themes and six subthemes emerged using a priori coding, informed by Critical Race Theory and the antideficit achievement framework for studying students of color in STEM constructs, and open coding. This study also used narrative analysis to organize these themes into a sequential order. Findings indicated that for these high-achieving Black male undergraduates in engineering majors, their experiences were shaped by their access to fiscal resources and built-in communities of college-educated individuals (the theme of "I was extremely privileged"). Additionally, because they identified as male, participants felt some sense of belonging in the engineering field and were able to connect with their fellow male peers that identified as White (the theme of "I was extremely privileged). Participants were also highly aware of their racial minority status in predominantly White spaces and often responded by managing negative stereotypes about them; still, every participant encountered racism (the theme of "I was basically in two different worlds"). Moreover, participants' families modeled positive attributes of Black culture, and participants acknowledged the need to build community amongst their same-race peers (the theme of "I was basically in two different worlds"). Finally, as participants managed their identities as high-achieving Black males in engineering majors, they felt pressure from themselves and their families to perform academically or professionally (the theme of "It's a lot of pressure from a lot of different areas"). The study concludes with a discussion of the findings in the context of existing literature, as well as study limitations, theoretical implications, and recommendations for practice and future research. [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.]