More salient than ever before are the many inequities in education due to lowered expectations, stereotypes, and microaggressive environments. There is limited literature which explores Black gay males’ experiences with the intersections of race, gender, and sexual identity in institutions of higher education. This study explored the intersection of racial and sexual orientation identity, racial and sexual orientation microaggressions, and academic persistence among Black gay cisgender male graduate students at Predominantly White Institutions (PWIs). This study also detailed the perceived impact of microaggressions on Black gay cisgender males in higher education. The research questions considered were (1) to what extent do Black gay male graduate students at a PWI experience racial and sexual orientation microaggressions while on campus or in the classroom, and (2) is there a relationship between microaggressive experiences and academic persistence. After transcription, coding, and analysis, nine major themes emerged: (1) Microaggressive Experiences, (2) Isolation, (3) Interactions with School Administration, (4) Mentors and Role Models, (5) Interactions with Peers, Staff, and Faculty of Color, (6) Interactions with White Peers, Staff, and Faculty, (7) Role as an Educator, (8) Intersectionality, and (9) Self-Awareness and Self-Perception. The five minor themes also emerged: (1) Connectedness, (2) Code Switching, (3) Support and Guidance, (4) Not Meeting Preconceived Notions, and (5) Impact on Academic Performance.