This article discusses the findings of an exploratory qualitative study that examined the influences of individual and collective sociocultural identities on the community involvements and high academic achievement of 10 Black alumni who attended a predominantly White institution between 1985 and 2008. Syntagmatic narrative analysis and domain-taxonomy analysis were used to analyze life history interview transcript texts of 4 telling narratives. Findings showed 6 cultural domains (i.e., double consciousness, interpersonal relationships, success, good grades, campus involvement, and environment) had positive impacts on high academic achievement. A comparative and contrastive analysis of these findings against the remaining 6 alumni narratives suggested double consciousness was existent among the experiences of all participants. (Contains 1 figure and 5 tables.)