The steady increase of White undergraduates attending public Historically Black Colleges and Universities (HBCUs) compels educators to better understand White students' collegiate experiences at HBCUs. One lens to assess these experiences is through examining their engagement on campus. Student engagement is defined as the amount of time and energy students choose to devote to activities both inside and outside the classroom (Kuh, 2001). Although there have been studies on student engagement at HBCUs (Harper, et al., 2004; National Survey on Student Engagement [NSSE], 2004; Nelson Laird, Bridges, Morelon-Quainoo, Williams, & Holmes, 2007), few are empirical or theoretical studies (Closson & Henry, 2008; Peterson & Hamrick, 2009) that address aspects of engagement for subpopulations such as White undergraduate students. This gap in the literature served as an impetus for the current study which explored the ways in which White students attending HBCUs described their experiences. Primarily, this inquiry sought to determine factors influencing their engagement.