The demographics of people attending higher education institutions are changing as more women enroll and complete their studies. Initially not designed to educate women, and certainly not Black women, institutions of higher education do not show interest in exploring ways in which they could make their campuses more inclusive to Black women. Likely victims of their own success, Black undergraduate women often face isolation, microaggressions, and lack of representation as they matriculate through the halls of higher education at predominantly white institutions. Using narrative analysis, the purpose of this qualitative study was to explore and reveal the experiences of Black women who attended an historically white institution as an undergraduate. Through their stories, insight was gained about their trials and tribulations as they persisted to completion. Their stories, although unique to each individual, shared similarities in experiences, highlighting that even at differing institutions, some practices and experiences remain the same. Through sista circles, the sista scholars were able to share their stories in a safe place and receive support and acknowledgment of their experiences. This validation is central to the principles of Black feminist thought and endarkened feminist epistemology, the frameworks that undergirded and guided this study. The results of this study supported current literature on the experiences of undergraduate Black women at HWIs. The implications for practice and future research are designed to hopefully bring about transformative changes to help create inclusive learning environments for all, especially Black women. [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.]