Higher education institutions strive to implement policies and practices to remedy and prevent campus-based sexual violence. The current research on campus-based sexual violence offers a breadth of evidence for identifying strategies to increase reporting among college students. However, very little evidence includes the experiences of Black female students, specifically those attending Historically Black Colleges and Universities. The problem addressed in this qualitative exploratory case study was identifying possible barriers to reporting campus sexual violence among Black female undergraduates at historically Black institutions. Guided by Gomez's cultural betrayal trauma theory, the research focused on exploring how and why race played a role in reporting behaviors of campus sexual violence. The study collected data from 12 participants through a semi-structured interview, a journaling activity, and a participant demographic questionnaire. Data coding consisted of three strategies -- a priori, axial, and attribute, resulting in several themes to support the results. The study found that generational knowledge and social experiences inform Black female students' decisions in how and why to report campus sexual violence when sharing the same racial identity as the offender. The findings also indicate that Black female survivors of campus-based sexual violence tend to not report due to a lack of trust in law enforcement and university administrators, fear of peer retaliation, or the overall safety and well-being of the offender. The recommendations offered by the study include improving institutional training regarding campus-based sexual violence to encompass culturally relevant content and increase the frequency and intended audience who receives annual mandatory training. [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.]