Out-of-school mathematics programs (OSMPs) can be a great benefit for students in STEM. However, little is known about how students perceive the support provided to them by such programs, especially with respect to students of color. In this paper, we draw upon a framework of institutional resource types (Nasir & Cooks, 2009) and performed a semantic, deductive thematic analysis (Braun & Clarke, 2006) to analyze how three gifted Black high school girls perceived the support provided to them by a summer mathematics camp in terms of their mathematical identity. Findings indicate that the students perceived aspects of the camp to be both supportive and unsupportive with respect to their competence, sense of belonging, and aspirations. Implications for improving OSMPs are discussed.