A growing number of college-age Blacks in the United States are Black African immigrants. Using a constructivist grounded theory approach, the researchers interviewed 12 undergraduate Black African immigrant college students attending a predominately White institution (PWI) about their experiences and perceptions of belonging. Findings suggest their of belonging sense shaped by interactions with the contextual factors of their environment (i.e., interactions with faculty members, institutional agents, and peers on campus). Physical and symbolic spaces on campus also impacted students' overall experiences of belonging and transition to college. Implications for practice include creating spaces to foster community and engagement.