According to Pearson (2002), minority groups are not well represented in science, technology, engineering, and mathematics (STEM) occupations. Among these underrepresented groups are African Americans. To ensure the economic vitality of the STEM workforce in the United States, it is imperative to broaden participation in STEM-related fields and computing sciences in particular (J. F. L. Jackson, Charleston, George, & Gilbert, in press; Moore, 2006; Pearson, 2002). Using the method of grounded theory, the author illuminates the experiences of African American computing aspirants at various levels of academic status (bachelor's, master's, and PhD levels). In doing so, this study identifies the key factors that contribute to study participants' successful pursuit of computing science degrees, thereby pointing toward implications for cultivating occupational choice and career aspirations. Study results include a heuristic model for broadening computing participation. (Contains 1 figure.)