Black female student-athletes who attend a predominantly White, Division I institution navigate their college experiences differently than their peers. They may face social, academic, and athletic challenges related to their race and gender which may impact their social and academic integration into the campus community. The purpose of this study was to investigate how stereotypes influence the college experiences of Black female student-athletes at a large, predominantly White Division I institution. This qualitative study explored how Black female student-athletes experience college and identify the ways in which their awareness of stereotypes influenced their college experiences. Narratives of six women from women's basketball, track and field, and volleyball were captured through two in-depth, semi-structured interviews. Black Feminist Thought (BFT) and Critical Race Feminism (CRT) are employed to center the study on the experiences of Black female student-athletes with a particular focus on how their race and gender are not mutually exclusive within an educational environment. Seven themes emerged from this study to characterize how stereotypes influence the college experiences of Black female student-athletes: becoming an athlete; the intersection of Blackness, womanhood, and athletics; the coach-player relationship; establishing an identity; stereotype awareness; consequences of experiencing stereotypes; and, ways to improve the Black female student-athlete experience. This study also introduces the term hyper-athletic femininity to identify one way in which Black female student-athletes respond to negative stereotypes within their campus community. Implications and recommendations for student affairs and athletic administrators are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]