The United States is primed to lose its position as the global leader in technology and science, largely due to the diminishing supply of trained scientists, engineers and mathematicians. This shrinkage cannot be reversed if the science, technology, engineering and mathematics (STEM) community continually ignore the untapped talent that exists in the groups typically marginalized within STEM. This study focuses on the role historically Black colleges and universities (HBCU) play in educating Black Americans for careers in STEM. Using Portraiture as the methodological approach, I explored the lived experiences of Black STEM Ph.D. students, specifically students who have earned or are currently earning Ph.D. degrees in the biological sciences, who originated from HBCUs. Through this examination I identified the institutional conditions at HBCUs that resulted in these students' continued interest and persistence in STEM to the doctoral level. [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.]