Researchers continue to investigate the underrepresentation of Black undergraduate students in STEM majors. Hostile racial environments (George Mwangi et al., 2016) and the lack of culturally relevant resources (Johnson & Elliott, 2020) inform participation and persistence for Black students in STEM majors. The incorporation of collaborative learning and other active learning techniques has been used to counter the competitive and individualized "chilly climate" STEM culture perpetuates (Kennedy & Odell, 2014). Moreover, increasing the quality of collaborative learning experiences can work to improve Black students' engagement within STEM environments. Black STEM students often lean on the support of their peers to help them overcome the barriers they experience within STEM environments (Morton et al., 2019). Given the protective factor community is for Black STEM students, collaborative learning can be a practice that would greatly benefit them because it naturally fosters a communal aspect in their learning experience. This study is framed through the collectivist cultural orientation indicator of the culturally engaging campus environments (CECE) model (Museus, 2014). The collectivist cultural orientation indicator explains how students should experience environments that are more collectivist in nature, and this is particularly relevant for Black students as Black people as a whole tend to hold more collectivist worldviews (McGee & Bentley, 2017). Therefore, the collectivist cultural orientation indicator provides justification for why connections need to be made between Black STEM students' reliance on peer support and the benefits of collaborative learning in STEM environments, both of which lean in to collectivist worldview notions of community building and support.