Despite enrollment increases in institutions of higher education, Black/African Americans still hold one of the lowest rates of doctoral degree attainment compared to other racial and ethnic groups. Doctoral education provides an opportunity for pioneering ideas and breakthroughs in a variety of fields as the core purpose of doctoral education is to generate, produce, and disseminate new knowledge through research and advocacy. The purpose of this phenomenological study was to explore the lived experiences of Black doctoral students who have imposter phenomenon and attend predominantly White institutions. This research seeks to gain a better understanding of imposter phenomenon on full-time Black doctoral students attending predominantly White institutions. The researcher conducted ten in-depth semi-structured interviews. Afrocentric coping strategies are used as the theoretical lens to analyze the academic experiences of Black doctoral students in this study. Research finding suggests that (a) feelings of self-doubt and intellectual inadequacy, (b) comparing themselves to others, (c) persevering or staying ahead, (d) managing challenges aside from coursework, (e) pressure to achieve and succeed, and (f) PWI experiences contributed to increased imposter phenomenon feeling among the participants. Recommendations for counseling Black doctoral students at predominantly White institutions are offered. [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.]