Every year we join in on the celebration of high school students all over the country graduating and preparing for the next phase of their adult life, whether starting their careers or entering college. Some students who choose to continue their educational journeys by enrolling in college are shocked to discover that they are not as prepared as they believed. This study will focus on the mathematical educational experiences of Black STEM students who have overcome barriers to successfully become upper-division STEM majors, rather than focusing on negative educational experiences and outcomes. Exploring the experiences of Black STEM students who may have initially been labeled unprepared can provide a better understanding of the barriers and success factors associated with Black students in the STEM field at HBCUs. By examining the experiences of successful students, and using an anti-deficit approach will help to understand these students and the institutions that serve them. [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.]