For decades, universities, colleges, researchers, policymakers, foundations, and think tanks have been trying to solve the issue of getting more students to persist to graduation. Research shows that the problem of increasing the number of students who graduate in four years with a college degree still exists. Black female students continue to have graduation rates that are significantly lower than their White, Asian, and Latinx/Hispanic female counterparts. This study looks at the factors that help Black female college students who participate in an Educational Opportunity Fund Program persist to graduation at a Historically White Institution (HWI), also known as a Predominantly White Institution (PWI). One of the primary factors that led to Black female students persisting to graduation was institutions and states investing the funding for staff and programming to help Black female students succeed. Retention efforts require funding and, while costly, consistently give a great return on investment. Other factors included having diverse faculty who connect with students and caring staff with whom Black females can interact. It was equally important to have safe spaces for Black females to gather and develop peer support. Finally, it was found that Black females with a support system of faculty, staff, family, and peers were more successful in persisting in earning a college degree. [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.]