This study investigates the influence of K-12 STEM education on the retention rates of Black women pursuing STEM majors in higher education institutions in Texas. The problem addressed in this study is the unknown influence of K-12 STEM education on Black women majoring in STEM in Texas higher education institutions. This research aims to describe the K-12 STEM education experiences that influence the retention of Black women STEM majors in Texas higher education institutions. The methodology used is qualitative, and the design is phenomenological. Data was collected through qualitative questionnaires and individual semi-structured interviews and analyses that aimed at depicting the lived experiences of Black women in K-12 STEM education. The approach to collecting the data from the eight participants was done by listing a clear set of open-ended questions for them to answer about K-12 STEM education experiences that influenced them to choose a STEM major at the college level and remain in the chosen major. The eight participants attend a public university in Central Texas, where the researcher resides. Eight total themes emerged from the data collected regarding the two research questions for this study. Findings revealed that exposure to STEM through enriched K-12 curricula, mentorship programs, and supportive learning environments enhances retention rates. Furthermore, the study identifies key challenges such as socioeconomic barriers, stereotypes, lack of representation, and implicit biases that hinder retention. Based on the framework, findings, and implications of this research study, future researchers can build upon this work by addressing its limitations and exploring new avenues to deepen the understanding of the factors influencing Black women's participation in STEM fields. Conducting longitudinal studies can provide insights into the long-term influence of K-12 STEM education on Black women's careers in STEM. Extending research to include a broader geographic area beyond Texas can help determine if the findings are consistent across different regions and educational systems. Educational practices and systemic barriers may vary by region, and understanding these differences can provide a more comprehensive picture of the factors affecting and influencing Black women in STEM. [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.]