In this phenomenological investigation we used qualitative research methodology to examine the experiences of 8 African American women in science, technology, engineering, and mathematics (STEM) graduate programs at 1 predominantly White university (PWU) in the South. Much of the current research in this area uses quantitative methods and only yields descriptive statistical information. By using qualitative methods, we sought to add significant context to currently available literature about the experiences of African American women in STEM graduate programs at PWUs. We conducted semistructured interviews with research participants. Additionally, participants completed a demographic questionnaire to give us more information about their backgrounds. We analyzed these sources of data to help understand participant experiences. Verbatim quotes from participant interviews were used to highlight experiences and give voice to an often silenced student population in graduate STEM education. Results indicated that participants experienced racial microaggressions, low self-efficacy, and a lack of institutional support while pursuing STEM graduate degrees at this PWU. We offer suggestions about ways issues revealed by participants might be addressed by PWU university personnel. Attention to these issues could make the experiences for African American women more positive while pursuing graduate STEM degrees.