The increasing prevalence of single-parent households, particularly among Black single mothers, presents unique challenges in higher education. Historically Black Community Colleges (HBCCs) serve a significant proportion of non-traditional students, including single parents. However, little research addresses how HBCC leadership can effectively support single Black mothers to achieve educational success. Grounded in intersectionality and resilience theories, this qualitative case study investigates the lived experiences, challenges, and coping mechanisms of single Black mothers pursuing higher education at an HBCC in Alabama. Using focus groups comprising ten participants--five current students and five graduates--the study explores childcare needs, financial constraints, time management, and academic support. The findings reveal persistent barriers, such as limited institutional childcare resources, financial insecurity, and stereotypes, which impact students' perseverance. Conversely, participants demonstrate remarkable resilience through community support and resourcefulness. Recommendations include enhanced institutional policies, such as on-campus childcare, mentorship programs, and tailored financial aid to address the unique needs of this demographic. This study contributes to the literature on equity in higher education by shedding light on an underrepresented group and proposes actionable strategies for fostering an inclusive academic environment. By addressing these barriers, HBCCs can improve retention and completion rates among single Black mothers, promoting broader systemic equity in higher education. [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.]