The South African government continues to work tirelessly to reverse the effects of apartheid by addressing social inequalities and transforming the higher education sector by dismantling structural, cultural, institutional, and interpersonal discrimination. The use of the lowercase "w" for white or whiteness in this article is the author's stylistic act of decentering whiteness to amplify African women's experiences. South African women have fought for the right to access education as well as to pursue higher education to the top levels of teaching in these institutions. Traditionally, the custodians of knowledge have been older white men. Millennial Black women's presence in these spaces of higher institutions is disruptive and continues to be a site of conflict and negotiation for younger Black women academics. This article argues that race, intersecting with gender, age, and class, influences their teaching experiences in universities and how students perceive Millennial Black women in postapartheid South African universities. Intersectionality underpins this qualitative study, which explores nine Black Millennial women's teaching experiences in universities in South Africa. The findings suggest that these women's experiences are influenced by the kind of university in which they teach. The narratives showed how Millennial Black women lecturers at historically white institutions experience more hostility, mostly from students who share their same race and gender. This contrasts with the experiences of Millennial Black women who teach at historically Black institutions. The study has implications for university and government transformation agendas.