Three 1.5-generation immigrant, Nigerian American, women students attending a diverse urban university participated in face-to-face interviews and a focus group to share their experiences as science, technology, engineering, and mathematics (STEM) majors. Qualitative analysis revealed influences from their African heritage, identities as African immigrant women, stereotypes they face because of their culture, and their need to have peers and role models who match their intersectional identities. Future research should explore the applicability of intersectionality for students with converging racial/ethnic, gender, and career experiences, the unique process of identity construction for African immigrant women in STEM, and the factors necessary for universities to meet the needs of all Black students.