This research investigates how eight undergraduate African American women in science, math, and engineering (SME) majors accessed cultural capital and informal science learning opportunities from preschool to college. It uses the multiple case study methodological approach and cultural capital as frameworks to better understand the participants' opportunities to engage in informal science learning or free-choice learning. The article demonstrates that African American women have access to cultural capital and informal science learning inside and outside of home and school environments in P-16 settings. This study adds to cultural capital, informal science learning, and global STEM education research by allowing scholars to better understand how African American women have opportunities to learn about the hidden curriculum of science throughout the educational pipeline.