This qualitative exploratory study investigated the selection and change of majors for nine HBCU (Historically Black Colleges and Universities) students. The study included individual structured interviews that provided data that answered the following research questions: 1) what factors influenced the initial selection of major, and 2) what factors influenced the change of major? Bronfenbrenner's ecological theory (BET), utilizing each of the five layers, was used as the theoretical framework to understand how the students' backgrounds or their ecology influenced major choices. Participants were asked at the end of the interviews how their change of major impacted their graduation timing. Results revealed that students conducted minimal to no research to select their initial major; however, parents were supportive of their choices. Directional activities such as Advanced Placement courses in high school and attending a STEM summer camp influenced the choice of initial major. Seeking a major or career with financial security also influenced the selection of the initial major, along with pivotal school moments. During the change of major, participants were more investigative in their search for a new major. Friends and family had more influence on the new choice of major, and financial security played a significant role in the new major selection. Also, critical academic or work experience influenced the change of major. Lastly, the results of the study revealed that graduation timing was affected if the major change was done late in college or the new major was significantly different from the initial major. Change of major done early in the college years did not impact graduation timing. Research data from this study include understanding factors that influenced the initial selection of majors and change of majors from participants' comments. The results of this study may better support academic advising by considering students' backgrounds. As a result, future research should examine the roles and responsibilities and the effectiveness of academic advising at HBCUs in supporting students' initial and/or change of majors. [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.]