Culturally relevant differentiated curriculum is not a new topic in institutions of higher education; however, the perceptions that Black/African American students have of culturally relevant curriculum is under-explored. The problem addressed in this research project is the lack of Black/African American student perceptions that educators implementing culturally relevant differentiated curriculum when they develop the curricula. Therefore, the purpose of this qualitative case study was to explore the perceptions of, and engagement with, culturally relevant differentiated curricula for Black/African American students at Predominantly White Institutions (PWI). Community cultural wealth theory details six capitals that help educators understand how students of color navigate traditionally white spaces which is the framework that influenced the development of the research questions for this study. This study focused on first-year, Black/African American students participating in a first-year seminar course with differentiated curriculum. 10 self-identified Black/African American participants, from one institution, participated in reflective journals and one 45-60-minute semi-structured interview detailing their perceptions of strategies of culturally relevant differentiated curriculum that enhanced their learning experience, and how they engaged with differentiated resources. Results of this study demonstrated that Black/African American students found that teacher willingness/preparedness to lead meaningful discussions was the dominant strategy of culturally relevant differentiated curriculum that enhanced their learning experience and that books were the dominant differentiated resource that they engaged with. The results of this study both converged and diverged with current literature on culturally relevant differentiated curricula, which lead to the two recommendations for practice which included faculty development around culturally relevant differentiated curriculum and seeking feedback from Black/African American students around books selections for differentiated courses. Lastly, two recommendations for future research are included which focused on a qualitative study with Black/African American students beyond the first-year and their perceptions of differentiated curricula, and a mixed-method qualitative study that examines personal growth and achievement of Black/African American students engaged with culturally relevant differentiated curriculum. [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.]