The campus climate of predominantly White institutions (PWIs) is often saturated by norms and traditions that are deeply rooted in oppression and exclusivity. The purpose of this qualitative study was to provide context and share counter storytelling of Black female students who successfully navigated these campus spaces and places, and shared their counterstories that challenged dominant narratives. Through a blend of tenets from both Critical Race Theory and Social Identity Theory, this theoretical framework was used to explore the participants' lived experiences and identify four themes that emerged from the data collection. Narrative inquiry was the chosen research method. Through a series of interviews with three Black females students who had completed their first year at a small, predominantly White institution, it was evident their ability to persist can be hindered by the absence of social capital, lack of finding a place of affinity or belonging group, as well as classroom and campus spaces riddled with microaggressions. It was concluded that intentional initiative to build allyship, a support web, and understanding the complexities of personal and social identity can be a game changer for Black female students attending predominantly White institutions. [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.]