The manuscript-formatted dissertation represents an exploration of the college choice process of African Americans students who experienced whole-grade academic acceleration during their K-12 education. In the first study (Chapter 3), used binary logistic regression to analyze quantitative data from The Freshman Survey, administered to first-year college students nationwide by the Higher Education Research Institute. By examining the college choice factors of first-year college students under age 18 at predominately White institutions (PWIs) and historically Black colleges and universities (HBCUs), results indicated that Black accelerants at PWIs considered academic reputation of the institution, location, financial assistance, and parent preference, while some of the factors considered by Black accelerants at HBCUs included the ability to make more money, the availability of online classes, religious affiliation, and encouragement from relatives. The second study (Chapter 4) was a qualitative study using critical race theory to examine the experiences of three female African American accelerants from Howard University. Their individual counter-narratives were presented, followed by overall themes representing participants' K-12 experiences, including parent engagement, social relationships, influential teachers, and additional acceleration. Analysis of participants' college choice processes revealed their focus on the following themes: tradition, tension with parents, kinship networks, resistance to prestigious PWIs, and utilization of merit-based scholarships. Finally, when discussing their transition to college and matriculation through Howard, the use of transfer credits, personal development, and a gift of extra time were salient themes among the participants. The final manuscript, Chapter 5, provided practical guidance regarding the use of transfer credits for accelerated students at HBCUs. Howard University's transfer credit policy was examined using document analysis, and recommendations focused on helping accelerated and high ability students navigate the process.