This study uses Collins’ (2000) Black feminist epistemology as a theoretical framework in a transformative mixed methods design to examine how the impostor syndrome influenced the experiences of Black female students pursuing doctoral studies in science, technology, engineering and mathematics (STEM). Engaging in thorough quantitative and qualitative analysis, the study documents their experiences during their studies and how they negotiate the world around them based on these experiences. The first quantitative phase of the study examines differences between Black females and other groups on the Clance Impostor Phenomenon Scale. The in-depth qualitative analysis in the second phase of the study details how the impostor syndrome shaped their experiences as they completed their doctoral programs. This study integrated the findings from both phases of the study to explicate the intersectionality between race, gender, and the impostor syndrome in STEM fields.