The purpose of the study is to explore the role relationships play in the lived experiences of students who self-identified as Black or African American and were current or former recipients of a multicultural academic scholarship as they pursued their degree on a Predominantly White Institution (PWI) campus in the Midwest. By examining the lived experiences of students who self-identified as Black or African American, the study sought to understand the role relationships played as they pursued their degrees. Critical Race Theory was used as the macro theory to elevate the marginalized voices and Yosso’s Community Cultural Wealth model was the micro theory to uncover the role relationships played in their collegiate experience as they pursued their degree. The study employed a homogeneous sampling to select 9 participants who self-identified as Black or African American and were current or former students in a multicultural academic scholarship program with a cohort.