This phenomenological study investigates the narratives of six Black women faculty to ascertain how their experiences contributed to their retention and persistence in Computing. This study, which incorporates Anti-Deficit Achievement Framework, Critical Race Theory, and Intersectionality Theory, is guided by phenomenology and the following key research question: What are the lived experiences of Black Women Faculty in Computing that have aided their academic persistence and capacity to overcome internal and external barriers? Given the dearth of research in this area, this study employed a qualitative research approach to elucidate and understand the factors that contributed to these Black women faculty's academic and professional success in Computing. The study collected data through in-depth semi-structured interviews. The research explored three sub-questions: (1) What experiences influenced each participant's decision to begin and continue their education in Computing?, (2) What factors influenced the participant's ability to persist as a faculty member in computing sciences?, (3) What impact does each participant believe they have had on computing education, and what impact do they wish to have? At the study's conclusion, the researcher gave results and recommendations to enhance Black women faculty in Computing's perseverance and career success. [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.]