Using critical race methodology as a methodological framework, this paper explores how 16 Black men PhD scientists and engineers describe their undergraduate and graduate school choices and how race and racism influenced these processes. Our analysis yielded two descriptive themes focused on counterspaces for Black men in science and engineering (S&E). Implications for higher education researchers and practitioners, and S&E faculty interested in supporting the persistence of Black men pursuing and completing S&E postsecondary degrees are offered within. This paper contributes to the literature by investigating the connections between racism, counterspaces, and undergraduate and graduate choices of Black men pursuing S&E.