This study examined psychosocial factors and structural factors influencing science, technology, engineering, and mathematics (STEM) students' experiences at six historically Black colleges and universities (HBCUs) in different locations (East, West and South) of the United States. The mixed method design allowed different types of data sources to be collected and analyzed to identify areas of convergence. In this federally funded study, quantitative data served as complementary data to corroborate the emergent qualitative themes. In addition, quantitative and qualitative results provided a comprehensive understanding of different psychosocial factors and structural factors that contributed to African American students' academic success and retention.