Black people have been actively engaged in US higher education for over a century, and it is important to highlight traits that promote positive outcomes, particularly psychological constructs (Danoff-Burg et al., 2004; Kolluri & Tichavakunda, 2022). Thus, there is a need for continued research on obstacles in college environments and particular traits (e.g., hope) in Black students. Given the mental and psychological development associated with pursuing postsecondary education, hope has emerged as a positive psychological trait for student success (Duncan-Andrade, 2009; Gallagher et al., 2017). A few studies have explored the influence of hope in relation to the retention of first-year undergraduates (Bryce et al., 2021), on-campus support networks (D'Amico Gutherie & Fruiht, 2020), and veteran adjustment to college life (Umucu et al., 2020). Studies specifically investigating hope and Black students have focused on experiences with discrimination (Banks et al., 2008; Danoff-Burg et al., 2004; McDermott et al., 2020). The purpose of this study was to expand the conversation about additional ways that Black students engage hope to persist in their collegiate experience.