This study aimed to critically explore and analyze the experiences of Black mothers who work in student affairs. Using Black Feminist Thought and a critical constructivist framework, this study sought to analyze how race and gender interacted for Black women who work in student affairs. Black women experience both racism and sexism in the workplace, particularly in student affairs, that often prevents them from advancing (Clayborne & Hamrick, 2007; Henry, 2010; Howard-Hamilton, 2003; West, 2019). Women in student affairs also confront upward mobility obstacles. Current literature regarding working women in student affairs does not include the examination of Black women. In this study, semi-structured narrative interviews were conducted with 10 Black mothers who worked in student affairs in the United States. I analyzed data using a categorical content list and feminist qualitative methodology. Significant findings included commonalities in how and why Black women enter student affairs. Representation to BIPOC students on their respective campuses, other mothering and community mothering to their students were two noteworthy outcomes. The participants also shared experiences with microaggressions, particularly around their hair, and navigating racism. Also, as working mothers, the women struggled with childcare issues, working to be present in their family lives, and with the idea of work-life integration. This struggle often led to the participants choosing or planning to leave student affairs. Despite wanting to exit the field, working in student affairs also provided the women with social capital that many planned to use to help their own children succeed in college. Most participants shared that they expected to leave the field due to the perceived lack of flexibility within the profession. This study offered implications for future research, and policy and professional practice to support and retain Black mothers in student affairs.