This brief is part of a broad landscape analysis focused on policy and practice issues related to the recognition of prior learning. The landscape analysis focuses on issues arising in the practice of the recognition of prior learning, policies that encourage or limit its adoption, and key research needs and future directions for the field. The brief explores the ways in which Historically Black Colleges and Universities (HBCUs) acknowledge and award postsecondary credit to students for college-level learning that took place outside of the institution as a way to improve student outcomes. To do so, Thurgood Marshall College Fund (TMCF) undertook research that reviewed information publicly available regarding prior learning assessment (PLA) policies and information on HBCU websites. The research also engaged in a more in-depth case study analysis of four targeted HBCUs, each of which represents a distinct type of institution. The brief concludes with recommendations for policy and practice with regard to HBCUs and other institutions facing similar resource constraints. Key highlights of this brief include: (1) Most HBCUs advertise PLA opportunities on their websites, and have policies to grant PLA credits; (2) Some public HBCUs target military-based PLA credits, especially institutions that have relationships with military bases; (3) HBCU students utilize College-Level Examination Program (CLEP) in their senior years to gain credits that facilitate fulfilling graduation requirements; (4) Equity issues prevent incoming HBCU students from gaining PLA credits in high school; and (5) Historic HBCU underfunding by states leads to lack of training, facilities maintenance, and personnel training that would support student recruitment and PLA credit engagement. [Thurgood Marshall College Fund co-produced this brief.]