This research study aspired to establish a platform for African American college students to express their perspectives and encounters regarding their background and socioeconomic status, and how these factors have influenced their financial awareness. The endeavors aimed to provide insights that could be advantageous for future Black college students. The focal point of the study is on how Black college students obtain or struggle to receive financial literacy and resources according to their background and economic differences. The study was grounded in a theory of oppression (Feagin, 2013; Freire, 1987) and status attainment theory (Blau & Duncan, 1967). A theory of oppression highlights systemic racism and the social blocks that hinder Black college students' quality of life, and status attainment theory emphasizes the achieved and ascribed factors of inherited and influenced earlier years and social standings, as well as ascended and descended status hierarchy according to one's socioeconomic status. The research study implemented a narrative approach with semi-structured interviews for all participants. The individuals that participated in the study were composed of four African American female and male undergraduate and graduate students from urban and suburban communities who attend Saint Ezra University (pseudonym). Through analyzing the transcribed interviews, an improved insight of factors that impede the financial awareness of Black college students surfaced. Three themes emerged through the analysis of the transcribed interviews utilizing a theory of oppression and status attainment theory. A theory of oppression includes cultural imperialism and unjust reception toward marginalized groups. Status attainment theory comprises education, earnings, and employment that allow one to determine where they land on the social stratification ladder. This research study proposes that status attainment theory and a theory of oppression impact Black college students' financial capability. [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.]