The transition from college to post-college opportunities presented significant challenges for at-promise Black students, hindered by unique obstacles impacting their readiness for graduate school and careers (Thomas, 2017; Purnell & Wade, 2019). National Center for Education Statistics (2019) data underscored low graduation rates among Black students, highlighting substantial barriers to post-college success. These students often grappled with familial obligations, financial constraints, and academic pressures (Thomas, 2017). Investigating their persistence and success within Historically Black Colleges and Universities (HBCUs) provided insights into crucial support structures and the roles of familial and community backing (Thomas, 2017). Filling a gap in existing research, this study focused on Black at-promise HBCU students, considering intersecting identities to offer nuanced insights into their post-college readiness factors.A qualitative descriptive single case study design offered an in-depth exploration of a phenomenon and its contextual conditions (Baxter & Jack, 2015). Grounded in a constructivist paradigm, this study delved into the experiences of Black at-promise college seniors to understand how they navigated pre-college and college domains and accessed post-college opportunities. This design aligned with six out of nine anti-deficit achievement theoretical framework dimensions (Harper, 2010). By focusing on a single case, this research aimed to uncover the intricacies of participant experiences, addressing "how" and "why" questions through interviews and a focus group. Criterion purposive sampling was utilized to select five participants meeting specific criteria, including attending an HBCU, senior enrollment status, and experiencing academic setbacks during their college journey. Through this approach, the study sought to shed light on the factors contributing to the academic success and post-college preparedness of Black at-promise HBCU students. The implications of this study extended beyond academia, offering valuable insights for educators, policymakers, community leaders, organizations, and families. Educational administrators and policymakers could have leveraged these findings to develop targeted strategies for supporting Black at-promise students, enhancing their outcomes in higher education and beyond. Additionally, community leaders and organizations could have supplemented educational efforts through collaborations, mentorship programs, and advocacy for policies addressing systemic inequalities. Families played a crucial role in student success, emphasizing the need for enhanced parental engagement and support for navigating the complexities of the educational journey. [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.]