Historically, higher education was established for the privileged few. Enslaved Black people set free to fend for themselves in "separate but equal" sub-standard schools found a way to flourish despite the odds; yet not without a price and not without the sweat, blood, and tears of their ancestors. Critical Race Theory stated that race, class, and gender determined the trajectory from whence Black people rose in American society that ostracized the Black female. Deemed the maid, the servant, the caregiver, the downtrodden, Black women have been faced with obstacles at the intersections of their lives unbeknownst to any other class of people in these United States yet continued to strive for socioeconomic equality through the advancement of education and attainment of degrees purposed to open career doors. How then has higher education considered Black women relative to the nuances of their socioeconomic struggles? Today, higher education is positioned to impact the career trajectory of Black women pursuing undergraduate degrees. This research was an intersectional qualitative document analysis that examined the policies and practices that directly and indirectly impacted career preparation relative to undergraduate Black female students at a mid-sized private university in the United States. This research discovered that while policies and practices at the institution did not directly consider the intersectionality of undergraduate Black females, a plethora of support services were found to indirectly benefit this cohort. Given the steady increase of undergraduate Black females at the case university, intentional consideration in career preparation support is recommended. [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.]