The impostor phenomenon (IP) refers to the inability to internalize one's success as the product of one's own efforts. Instead of attributing their success to their own capabilities and intelligence, individuals with IP attribute their success to external factors, such as luck, charm, and having the right connections. In addition, those with IP tend to feel that they have tricked others into believing that they are more intelligent and capable than they are. As a result, they carry a persistent fear of others discovering that they are an impostor. There is currently a lack of research around how IP manifests among Black students attending predominantly White social work programs. This study is the first to explore the racialized experiences of Black/African American social work students while they are attending their social work programs that are housed at PWIs and how these experiences contribute to their feelings of impostorism. It also examines how Black/African American social work students make sense of their impostor feelings, how IP impacts the academic, emotional and mental well-being of Black/African American social work students, and what institutional protective factors may serve as buffers against feelings of IP for Black students. Using a phenomenological qualitative approach, nineteen in-depth, semi-structured interviews were conducted with Black/African American social work students attending four CSWE-accredited social work programs in New York City. Participants were also asked to complete the Clance Impostor Scale (CIPS) in order to assess their levels of IP. Findings revealed that participants had negative experiences within their social work education programs that were related to their race, such instances of racism and microaggressions both in the classroom and at their internship sites. These experiences also served as triggers for their feelings of IP and impacted participants by making them feel inadequate, a need to constantly prove themselves, and fear around being negatively stereotyped. Implications for these findings and strategies social work education programs can enact are discussed. [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.]