The aims of this article are twofold: (a) to review an extensive body of research that focuses almost exclusively on racial problems Black students face at predominantly White institutions (PWIs) and (b) to provide insights into how Black students manage to productively navigate racist college and university environments. Hardly anything has been published about the latter. In the next section, the author presents a conceptual framework that was used to organize the literature and generate new research questions concerning student success in racially alienating and hostile spaces. Next, Black students' experiences on predominantly White campuses are placed in a historical context, followed by a review of several recently published studies on how Black students respond to and are affected by campus environments in which they routinely encounter racial stress and stereotypes. The author then uses data from a national study to showcase pedagogies Black undergraduates employ in teaching their same-race peers and other minoritized students about navigating the racial climate at PWIs, as well as the sites in which such instruction occurs. (Contains 2 figures, 4 tables and 4 notes.)