This paper explores 'decolonial love' as a pedagogy of care among 16 first generation Black immigrants enrolled in predominantly White four- year colleges in the United States and Canada. The term 'decolonial love' and extensions of this original conceptualization focus on radical self-love and resistance to colonial oppression. Scholars have also connected decolonial love with Black liberation movements. Through a narrative analysis of the Black immigrant student experiences in university, this article uses a decolonial and intersectional approach to explore how higher educational institutions can embrace a radical decolonial praxis. This approach affirms and supports Black identities in a climate of anti-Black racism. The paper will discuss implications for institutions and educators whose aim it is to decolonize their teaching practices.