University and engineering officials of higher education struggle to recruit, retain, and successfully graduate first-generation African American engineering (FGAAE) students at predominantly White institutions. This study focused on eight FGAAE students from four predominantly White research institutions across the Southeastern United States. The current study used thematic analysis techniques that incorporated individual, semi-structured interviews to explore participants' experiences. Additionally, the researcher used coding, thematic classification development, and interpretation techniques to develop codes, themes, conclusions, and implications for this study. The most salient themes that impacted participants' persistence journey in engineering included: (1) feelings of isolation (desert island) at the predominantly white institution; (2) experiences of being a small fish in a big sea (microaggressions); (3) having adequate anchors (support systems) to bolster the path to persistence; and (4) finally being able to become navigators (smooth sailing). Paramount for the participants was the environmental climate that supported or hindered their persistence. The findings from this study also indicate that PWI engineering programs across the USA posit diversity and equity as an essential aspect of their system; however, minority student experiences dictate otherwise (Snyder & Cudney, 2017; Winkle-Wagner & McCoy, 2018). Included are implications for further research, practice, theory, and recommendations for ways to impact institutional changes that can affect the experience of minority, ultimately FGAAE, students. [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.]