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The purpose of this qualitative research study is to examine the doctoral experiences of successful Black women enrolled in U.S. engineering and computing programs. Specifically, this manuscript analyzes Black women’s perceived expectations regarding what they believed their doctoral programs would be like prior to their enrollment in graduate school versus their actual experiences as doctoral students (n = 37). Find- ings conclude that Black women expected their coursework would either be academically rigorous or not very difficult at all, and that their faculty advisors would provide them with tailored academic and social support. In addition, some of the Black women also expected that they would not have to deal with racism and sexism under the assumption that their respective departments were inclusive and equitable. Black women’s actual experiences consisted of unsupportive faculty, surprising levels of racism and sexism, and an obligation to code-switch. This article also discusses the implications of the findings, and strategies for helping Black women succeed in engineering and computing doctoral programs are also discussed.