The purpose of this study was to determine whether the scholarly productivity of Black Ph.D. students is affected by institutional type, psychological well-being, and social support. Results from this study showed that none of those factors alone were significant predictors of any of the scholarly productivity outcomes. However, together the three factors predicted student publications. In addition, two of the background variables were also found to significantly predict a Ph.D. student's publications: time in program and the presence of a formal scholarly productivity program. This study is an important component of understanding the pipeline of Black students from Ph.D. programs to the professoriate and presents recommendations to strengthen the academy.