Increasing the representation of African American females is essential to ensure the United States (U.S.) remains a viable competitor in the STEM (science, technology, engineering, and mathematics) workforce. With minorities anticipated to represent half of the resident U.S population by 2050, fostering STEM talent among this population is vital. Historically black colleges and universities (HBCUs) educate a large population of African Americans in STEM, with a large representation of this population entering via the community college. Understanding the experiences of African American female transfer students in STEM from the community college to the HBCU is essential. Utilizing the interplay of the Undergraduate Socialization Theory and the Triple Quandary Theory, this study explores the experiences of African American female community college transfer students into HBCUs, with a particular focus on the community college experiences that impacted their successful transition into STEM degree programs at the HBCU. Implications are provided based on the overall results of this study.