African American science, technology, engineering, and mathematics (STEM) students' lack of transformative learning experiences at predominantly White universities negatively affect their degree completion. When these students do not feel accepted or have a sense of belonging in predominantly White majors and campuses due to sociocultural and learning differences, they tend to take long breaks from their degrees or withdraw entirely from the institutions. The purpose of this interpretive phenomenological study was to explore African American STEM students' experiences with transformative learning at a predominantly White university in the southeastern region of the United States. Mezirow's (1985) transformative learning theory (TLT), which perceives learning as a process of becoming more aware of one's beliefs and being open to altering original beliefs through reflection and action, and its constructs (frames of reference, disorienting dilemma, critical reflection, and rational discourse) guided the study. The study employed purposeful sampling to recruit eight participants, who provided in-depth insight through semi-structured interviews. The data revealed these major findings: prior STEM interaction, faculty relatability to students, sense of belonging, and perception of cultural and social differences relative to African American STEM students' experiences with transformative learning. The study concludes that African American STEM students need transformative learning for academic success. The study adds to the research on the effectiveness of transformative learning for students' self-initiated action in improving learning experiences. Future studies can expand this research by exploring transformative learning initiatives connected to additional majors and various disciplines and including a more extensive population. [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.]