In this article, we explore the experiences of students at HBCUs as they traverse their STEM courses and STEM majors and demonstrate how their paths in STEM are positively shaped by a "culture of family." Our research questions include: What are the experiences of students attending HBCUs and pursuing degrees in STEM? And how do their experiences with faculty, staff and students support their learning process? We use a multi-case study approach and validation theory to explore these research questions across 10 HBCUs. The findings from our research offer important insights on the type of education, learning, culture, curriculum, and student experiences offered at the HBCUs in our study. But more importantly, these insights help us understand how validation--through a culture of family--manifests to influence and support student achievement.