Although the body of literature examining the identified barriers that hinder African American college students from participating in internships and their underrepresentation in these opportunities is increasing, it is limited. Research that examines the institutional and academic factors that influence their participation in academic internships is particularly sparse. To contribute to this research, this qualitative interpretive phenomenological analysis applied a SCCT lens to examine the experiences of 12 African American undergraduates to understand their career-related academic decision-making process and experiences in a predominantly White institution. The purpose of the study was to understand how African American undergraduates perceive their unique experiences at a predominantly White institution and the factors contributing to their decision on whether to participate or not to participate in an academic internship. As a result, the study could inspire higher education professionals to move forward with intentionality about programming and access to high-impact experiences for African American scholars as well as address the life-long impact of traditional "one-size-fits-all" programs and policies in our educational systems. Interpretive phenomenological analysis was used to look for connections between emergent themes to understand the experiences of African American undergraduates that contributed to their decisions on whether to participate in academic internships. The findings revealed the impact of minority student stress on the collegiate experience, the role of academic support in enhancing readiness and preparation for career-related experiences, and the interplay between external and internal factors in decision-making behavior. The findings of this study have the potential to inform interventions and programs that address the unique needs and experiences of African American students in higher education and promote participation in career-related opportunities such as internships. [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.]