The researchers conducted an instrumental case study centered on the construct of intersectionality to understand better the unique experiences, perspectives, and needs of a group of university students studying at an urban, ethnically diverse, public university in the Southwest United States. Four African international Science, Technology, Engineering, and Mathematics (STEM) students participated in a qualitative research study and shared their understandings of racism, influences of their African culture, and the need to interact with key individuals who matched their unique intersectional identities. These students were selected via purposeful sampling and represented a homogenous, critical case sample of students from STEM programs at the university. Analysis of semi-structured interviews and 1 mini-case study indicated that the African international STEM students had incomplete understandings of racist systems and cultural norms in the United States, were compelled to persevere and to succeed with influences from their African culture, and expressed their need to interact with peers, mentors, and role models who matched their intersectional identities. The findings point to subtle, yet important, differences in the acculturative experiences of African international STEM students, compared to native-born African American STEM students at the university. Further qualitative studies are needed to reach theoretical saturation for intersectional adaptation theory (I-ADAPT), to understand how international students studying in the United States learn the nuances of racialized experiences, to explicate the influence of their African culture on their STEM identity development, and to clarify the importance of constructive interactions between international and native-born STEM students with interrelated acculturative and sociocultural experiences.