This study delves into the divergent experiences of Black students at Predominantly White Institutions (PWIs) and Historically Black Colleges and Universities (HBCUs) in the United States. Employing qualitative methods such as interviews and critical friend groups, the research investigates the social, academic, and cultural landscapes that influence the educational paths of Black students at both types of institutions. The findings indicate that Black students attending PWIs often confront obstacles stemming from racial isolation, microaggressions, and a dearth of representation in the curriculum and faculty. Negotiating predominantly white environments can exacerbate feelings of alienation and impostor syndrome among Black students at PWIs. Conversely, Black students at HBCUs typically enjoy a sense of belonging, cultural validation, and robust support from faculty and peers. The nurturing atmosphere at HBCUs cultivates a strong community spirit and pride in one's identity, fostering positive outcomes in academic performance and personal growth. The primary insights derived from this study underscore the persistent challenges faced by Black students, particularly those enrolled in PWIs, attributable in part to a lack of cultural immersion and participation in hands-on learning opportunities. This research aims to uncover barriers hindering the educational journey of Black and Brown students, while also drawing from the HBCU model to enrich the overall college experience for Black students at PWIs. [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.]