Previous literature demonstrates the widespread impact of on-campus living for Black college students in terms of a sense of belonging, community building, and campus engagement. In contrast, this study specifically explored within-group differences (e.g., gender identity, sexual orientation, and ability status) in Black undergraduates' housing experiences and their influence on student engagement. Utilizing data from a special 2018 National Survey of Student Engagement administration, the study examined the housing experiences of 3,693 Black students. Researchers conducted multiple regression models that examined how these students' housing experiences (Residential Learning Activities, Belongingness and Safety, Perceived Housing Impact, and Financial Stress) relate to three NSSE measures: Supportive Environment, Student-Faculty Interactions, and Perceived Gains. Findings suggest that results for Black students varied by their identities and experiences in terms of gender, sexual orientation, and ability status and that belongingness and safety contributed the most to their sense of a supportive environment. [Editor's note: The authors have chosen to lowercase the word White, which would normally be capitalized according to APA guidelines, in order to avoid seeming to center whiteness. Discussion questions developed by LaFarin Meriwether and Chandra Myrick.]