The purpose of this qualitative study is to examine the college choice experiences of Black College Women. Through the theoretical framework of Yosso's (2005) Community Cultural Wealth model, this study sought to examine how Black College Women incorporated aspirational, familial, linguistic, navigational, social, and resistance capital in influencing the preparation, search, and choice process of enrolling in a four-year institution. The influence of their raced and gendered identities on their college choice process will be explored. Additionally, Stanton-Salazar's (1997, 2011) work on institutional and protective agents provided specific capital for Black college women during the entire process. Traditional and non-traditional data collection methods in the form of individual interviews and an Art-Based collage activity were used to gain an in-depth analysis of the college choice experiences of Black College Women. Participants were recruited from an existing summer bridge program for first-generation low-income students enrolled in Midwestern University, a flagship campus. A purposeful sample of seventeen Black women who met the following criteria participated in this study: (1) identified as Black or African American, (2) identified as female, (3) participated in the Change Agent Scholars program (4) a participant in the summer bridge program, and (5) enrolled at Midwestern University. This study's findings displayed how the protective and institutional agents influenced, and at times overlapped, all six forms of capital the Black College Women used in navigating the college choice process. In examining their college choice process, their raced, and gendered identities were influential throughout the entire process as a source of motivation and resistance against the stereotypical images of Black womanhood permeated in today's society. In investigating their college choice experiences, institutional and protective agent's degree of influence varied as they were barriers and supporters throughout this process. This study adds to the dearth of research that examines Black women's and girls' educational experiences. By centering their raced and gendered experiences navigating the college choice process, the findings can create programs and initiatives inclusive of Black women's identities. Additionally, this study's results provide numerous opportunities for future studies that further examine college access, preparation, and enrollment for this demographic. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]