There is a dominant Discourse that juxtaposes science and Black cultures. This Discourse limits who can be a scientist and creates a racist, seemingly objective landscape in which Black individuals must persevere. This study examines how Black learners perceive their developing racial, scientific, and positional identities within a Black-centered informal learning space or a For Us, By Us (FUBU) STEM setting. The research question which guided this study was, "How do the Black learners participating in FUBU informal settings approach and make sense of their racial, scientific, and positional identities through experiences as participants within the informal FUBU STEM setting?" Four focal Black students entering 3rd through 6th grade with initial positive and negative racial and scientific identities shared their views on how they made sense of their identities during FUBU STEM activities. I used ethnographic methods (Genzuk, 2003) to collect data, and a positionality framework and in vivo and emotion coding (Saldana, 2016) were used to analyze research participants' accounts to create overarching stories of how they approached and made sense of their identities. In my results, I illustrate various ways that participants leveraged positional and racial identities in FUBU STEM engagements in ways that helped them see themselves as Black scientists. During their experiences within the FUBU STEM space, research participants saw themselves as an explorer, an activist, an innovator, and a Black scientist. Most of the FUBU STEM activities functioned as identity-building tasks in which research participants incorporated other identities, such as a competitive athlete, an activist, and a goofy pre-teen, to forge new pathways for how they saw themselves in science. Findings indicate that current science education conceptualizations of rigorous scientific tasks would benefit from expanding to consider the value of identity-building tasks that can foster broader opportunities for Black learners to see themselves in science. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]