The purpose of this study is to examine the influence of social support on the experiences of Black students at predominantly white institutions. Utilizing a narrative inquiry methodology, the study addresses how Black students define social support along with the structures that facilitate or hinder feelings of mattering and belonging for Black students at predominantly white institutions. A review of the literature includes a look at the pathway to college, a picture of the Black experiences in college, an examination of marginality and mattering, along with the capacity of social support to buttress individuals against stressors common to all students and those unique to Black students in the post-secondary environment. Data for this qualitative study was collected at a large, public, predominantly white, research institution in the southeastern United States. The primary source of data was in-person participant interviews with Black undergraduate students. Six proverbial and thematic findings emerged. Utilizing Critical Race Theory and a transformative theoretical paradigm, this study reveals the multidimensional presence of racism and links research findings to actions intended to mitigate disparities. The resulting discussion of findings offer implications for practice and present a profound counter-narrative to dominant culture positions, deficit orientations, and conventional wisdom about Black students in higher education.