Creating equity for Black science students requires deep listening and can be achieved with phenomenological qualitative research and a community of inquiry. The phenomenological study examines the lived experience of a phenomenon by a student. This article investigates how Black students perceive advanced science classes and what prevents them from enrolling. To create equity, a community of inquiry consisting of educators analyze the student perceptions of advanced courses, identify barriers, and then propose solutions to reduce or remove obstacles. Research methods, student data, and study results are discussed. Suggestions for readers applying the author's plan are also provided.