This study addressed African American female completers and African American female exiters in an undergraduate health care program at Historically Black Colleges and Universities (HBCUs) within the University System of Georgia (USG). Because a gap existed in literature concerning African American female completers and African American female exiters in health care programs at HBCUs within the USG, this study provided colleges and universities with data that identified to what extent educational experiences, background, academic, environmental, social integration variables, race, gender, identity, and awareness correlated with intent to leave or successful program completion and graduation. The methodology utilized for this study included a phenomenological design, which was most suitable because the goal was to comprehend the meaning of the human experience. Studying these unique students’ experiences and conducting the research, the researcher aimed to offer a novel understanding of how to formulate or review procedures, policies, teaching methods, resources, recruitment, and retention strategies not only for HBCUs, but for all for colleges and universities within the USG. The findings concerning the participants in this study revealed the meaning of their personal experiences through educational goals, family support, race, gender, identify, awareness, academic and family responsibilities, and social integration. This research was effective in revealing hidden barriers, addressing which would diminish the gap between these students and their counterparts. Keyword 1: African American Female Keyword 2: Healthcare Administration Keyword 3: Historically Black Colleges and Universities Keyword 4: HBCU Keyword 5: Phenomenology Keyword 6: University System of Georgia