Historically Black Colleges and Universities (HBCUs) continue to be a hub and model for Black student success. For Black women, specifically, such institutional types have pronounced effects on personal identity and professional development. The theory of vibe serves as an entryway to better understanding how Black women view and internalize the impact of their HBCUs on their lives, as it indulges racialized feelings, places, and experiences beyond tangibility. These features and the capacity of vibe are important when considering that students engage with higher education through discourse and embodiment. Using interview data from the United Negro College Fund's Frederick D. Patterson Research Institute, we center the experiences and perspectives of 25 Black women HBCU alumnae. We examine various roles that HBCUs play in socializing Black women from pre-enrollment to graduation through their careers. Our analysis points to three findings: (1) Nurturing a Typology of Women, (2) Instilling and Facilitating Ethics of Care and Love, and (3) Affirming Black Womanhood(s). These findings highlight how HBCUs influence and support Black women throughout the trajectories of postsecondary education, their careers, and lifestyles. They also suggest the readiness of and need for HBCUs to incorporate the theory of vibe in their student-facing assessment cultures.