Although research exists on Black women undergraduates and Black women faculty in American higher education, there is scant research on how Black women professional academic advisors for undergraduates are experiencing the academy. One way to learn more about the life experiences of Black women professional academic advisors for undergraduates is through an analysis of their narratives. The purpose of this study was to explore how Black women are perceiving their lived experiences in a public university. This present study also sought to explore how the narratives of Black women professional academic advisors for undergraduates in higher education can be operationalized for student success. The present study consisted of three research questions and they were: 1. How are Black women professional academic advisors for undergraduates perceiving their lived experiences in the academy of a public university? 2. How do Black women professional academic advisors for undergraduates find value in their lived experiences? 3. How are Black women professional academic advisors for undergraduates relaying their stories to other Black women in academia? This present study used Black feminist theory and narrative inquiry as a methodology to analyze the data gleaned from interviewing three Black women professional academic advisors for undergraduates at a public, four-year university in the southeastern region of the United States of America (U.S.). The major findings revealed that academic advisors for undergraduates need support from their university and from the colleges and departments for which they work. The findings show that the various knowledges of Black women academic advisors for undergraduates are devalued. The findings show that the participants are affected by the treatment of Black Americans. Additionally, the findings indicated that the participants do engage in self-valuation through work. Finally, the findings revealed that the participants bring their biases and worldviews to work to help others. Implications for practice show that universities should consider hiring more undergraduate advising staff to allow professional academic advisors for undergraduates the time to practice in their academic philosophies. [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.]