Using the lens of Community Cultural Wealth (CCW; Yosso, 2005), the present study examined the supports and challenges encountered by Latinx and Black students as they obtained doctoral degrees in Science, Technology, Engineering, and Math (STEM) disciplines. Twelve self-identified participants at predominately White institutions (PWI) completed semi-structured interviews. Two sets of findings emerged. First, students viewed support from faculty, mentors, advisors, and program directors, as well as off-campus individuals as the main factors contributing to their academic success. Commonly identified challenges included not connecting with their advisor, feeling unsupported and isolated within their programs, and experiencing microaggressions. Regarding the impact of intersectionality, both benefits and challenges emerged. Half indicated that their multiple social identities aided their studies, yet some reported their social identities made it difficult relating to others. The second major findings focused on applying the CCW model and suggested Latinx and Black students utilized all CCW dimensions (i.e., aspirational, navigational, social, linguistic, familial, resistant capital) to varying degrees in navigating their doctoral experiences. The findings are unique in highlighting the considerable strengths and cultural capital students bring to the academy, revealing important insights about their need for connection and community in harassment-free environments. Specific recommendations are discussed.