The purpose of this paper is to discuss the transition and acclimation of undergraduate students of color that attend Historically Black Colleges and Universities (HBCUs) to graduate school in the field of sport. More specifically we will discuss the pedagogical efforts to prepare this historically marginalize populous (e.g., first-generation, high school academic under-preparedness) and student development theories and models that assist in their academic persistence. Strategies and best practices will be shared to (a) foster students of color’s holistic development, (b) cultivate a positive self-concept, and (c) support their academic success. Educational pathway implications will be useful for students, faculty, and staff at HBCUs and historically White institutions of higher education (HWIHEs).