This qualitative narrative study examined high achieving college Black STEM students who enrolled in precalculus, calculus I and II, differential equations, linear algebra, and applied linear algebra courses at Rhowlin Bonsu University (RBU). RBU is located in the Midwestern region of the United States. This investigation used a semi-structured interview with participants (7 University students in STEM) who provided narratives about their experiences in mathematics education, starting from high school and ending with their postsecondary studies. I used a narrative inquiry approach to explore student experiences through the lens of Critical Race Theory (CRT), with the goal of grounding the academic underpinnings of this study. To construct stories for their academic success, the interview addressed students' home and school experiences during the mathematics transition from grade K-12 and beyond. The findings suggest that Black STEM majors constructed their mathematics identities through vicarious experiences in the transition, which made them resilient mathematics achievers who engaged and participated in the classroom, wrestled with mathematical concepts, and understood the norms within academic practices and tasks. An analysis of student narratives regarding the processes involved in their high school to college transition revealed that students? racial identities strongly influence their mathematics identities. Implications for practice and policy, as well as future research, are suggested based on the research findings. [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.]