The purpose of this study was to investigate the impact of campus climate on the success of Black women in STEM disciplines, focusing on those who attended Historically Black Colleges and Universities (HBCUs) versus those who attended non-HBCUs. Utilizing a quantitative causal-comparative design, this research aimed to evaluate the perceptions of Black women in STEM regarding campus climate and its role in their academic and professional achievements. Specifically, this study sought to address the gap in understanding the scope to which perceptions of campus climate contribute to the success of Black women in STEM fields across different institutional environments. Through surveys and data analysis, this research examined the nuanced experiences and perspectives of Black women in STEM, shedding light on the factors that shape their academic trajectories and professional outcomes. This quantitative causal-comparative study evaluated the perceptions of Black women in STEM disciplines and the impact of campus climate on their success at HBCUs versus non-HBCUs. The study found no statistically significant differences in the effects of general, academic, or racial campus climate on STEM perceptions between Black women who graduated from HBCUs and those from non-HBCUs, leading to the non-rejection of the null hypothesis for all research questions. Ultimately, the findings aimed to inform strategies and interventions aimed at creating more inclusive and supportive campus climates conducive to the success of Black women in STEM disciplines, regardless of institutional affiliation. [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.]