There are many theories that attempt to explain Black student behaviors, and outcomes in college. However, many of these theories that are held in high regard, oftentimes reflect cultural bias and rely heavily on quantitative analysis such as enrollment rates, grade point averages, and graduation rates. This study utilizes a qualitative phenomenological approach that pulls from the individualized and collective experiences of faculty, administrators, and Black students and examines how they feel, act, and think. This study examines the impacts of cultural mistrust on Blacks students and the experiential differences between those who attend HBCUs and HWCUs. Findings from this study show that Black students will no longer discount the hard work that goes into building relationships, and simply respect a professional because of their title. Faculty/administration must approach Black students with intentionality, authenticity, while maintaining good communication and a culturally relevant pedagogical approach in order to form relationships with students. Findings from this study also show that HBCUs are better structured to serve Black students than HWCUS, for reasons of producing comfortable, family-oriented, social spaces and activities, and culturally familiar relationships that work to increase Black students' sense of belonging on campus. Lastly, this study found that Black students attending HBCUs, suffered disproportionately compared to their peers at HWCUs as a result of COVID and having to transition from face to face learning to online or remote. HBCU students were forced to reengage in social spaces not conducive to learning, and as a result, falling behind on work, finding employment to support family, and potentially dropping out. Black students at HWCUs, faced continue racism in the forms of "Zoom-bombing", and faculty/administration disinvestment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]