Science, technology, engineering, and mathematics are areas designated as STEM disciplines. There is national and international attention being given to these fields as they are the foundation for partnerships and alliances in the global economy. Education beyond high school is necessary to achieve desired levels of competency and efficiency in STEM fields. Despite the demonstrated need, there is a shortage of individuals trained in these areas, especially women and ethnic minorities (BHEF, 2006). Historically Black Colleges and Universities (HBCUs) have contributed meaningfully to addressing the void of qualified STEM educators and researchers (Allen, 2002). Studies at the beginning of the new millennium (in 2000), indicated that 40% of African Americans graduating with a bachelor's degree in biological sciences matriculated from an HBCU (Cronkite, 2000; National Science Foundation, 2002). Furthermore, HBCUs were responsible for 40% of the bachelor's degrees awarded to African Americans in other STEM fields, including physics, chemistry, astronomy, environment sciences and mathematics (Cronkite, 2000; National Science Foundation, 2002). Although these studies have established trends on the role that HBCUs have played in generating the pool of African Americans with degrees in STEM areas, most of these studies relied on data collected in the 1990s. Moreover, the last national report on the status of HBCUs and STEM graduates entitled "Science and Engineering Degrees, by Race/Ethnicity of Recipients: 1991-2002" was published in 2002, using data from that time period, collected as part of the Integrated Post-secondary Education Data System (IPEDS; National Science Foundation, 2002). Studies are needed to update the contribution of HBCUs to address the shortage of STEM graduates in the years subsequent. The purpose of the present descriptive study is to reexamine the number and percentage of African Americans graduating from HBCUs with STEM degrees in a nine year period. This study used national data produced by National Center for Educational Statistics (2010). The focus is to report the impact that HBCUs are having on educating African American undergraduates in STEM fields. (Contains 10 tables.)