This qualitative case study examines 43 black students' understanding of the relationships of social identity, academic identity, and college-going aspirations. Specifically, we focus on understanding how stereotypes influence the academic motivation of black immigrant and black native-born students. Findings suggest distinctions across ethnicity and generational status in how black students perceive the influence of their social identities on their academic motivation. We conclude by recommending that future research on black collegians disaggregate by ethnicity to better understand the diverse backgrounds shaping academic motivation. Additionally, we offer insights into the importance of understanding intraracial diversity when working with black students, particularly in capacities such as mentoring and educational outreach.