The purpose of this study was to collectively identify critical issues in the freshman chemistry course and cogenerate solutions to improve the learning experience and academic outcome for Black female, undergraduate STEM students. Additionally, this research sought to offer a platform to this population of Black women from diverse backgrounds to share their experiences in freshman chemistry at a predominantly White institution. Black Feminist Thought was used as the theoretical framework. This research investigation consisted of two distinct cases; one conducted during the fall semester and one conducted during the spring semester. Each case consisted of African American female undergraduate students who were enrolled in the same freshman chemistry course at University of Georgia. All students participated in a series of co-generative dialogue sessions and an individual interview. The major themes from case one are: a) isolation; b) relationships with faculty; and c) role of social networks and support systems. The major themes from case two are: a) resistance to a weed out culture; and b) racial experiences and a lack of diversity. The findings have implications for future research.