Research has shown that Black students are not participating in study abroad at the same rates as their White peers. This participation gap is concerning given that study abroad is a high-impact experience with discernable benefits for students who participate; study abroad is linked to increased institutional engagement, self-esteem, student success, and higher starting salaries for students once they enter the workforce. While scholars have identified finances, family and faculty support, and program limitations as barriers to minority student participation in study abroad, research surrounding how Black students perceive and interpret study abroad marketing and recruitment was absent from the literature. This qualitative study explored how Black undergraduate students at predominantly White four-year higher education institutions described their experiences with study abroad marketing and recruitment. The study incorporated a document analysis of publicly available study abroad marketing materials alongside sixteen semi-structured interviews with self-identified Black undergraduate students. The results from the document analysis showed that institutions take a varied approach to study abroad marketing and that some institutions use imagery that could be described as colonialist, voyeuristic, or patronizing in nature. Perhaps unsurprisingly, Black student perceptions of and attitudes towards study abroad marketing varied based on the information and imagery in the materials. When institutions incorporated problematic imagery that portrayed the host culture in a paternalistic fashion, Black students described their experience with those materials negatively. In contrast, when marketing materials showed hosts in active positions of teaching and authority, Black students described their experience with the materials positively. Black students actively looked for representation in photos and materials and preferred materials that signaled inclusion through imagery and program design. Finally, when brochures seemed inauthentic (because they gave vague or inflated financial information, tokenized Black students and culture, or endorsed the program in a way that seemed overinflated), students were put-off. Overall, the study adds Black student narratives to the discourse of study abroad marketing and the findings provide valuable insight for higher education administrators seeking to improve inclusivity in study abroad.