This qualitative study uses intersectionality as a theoretical framework to examine the experiences of first-generation Black female doctoral graduates of science education who immigrated to the United States. The study uses narrative and intersectionality approaches to answer the following questions: (1) How did immigrant, first-generation Black female doctoral graduates of science education negotiate their multiple identities pre-graduation? (2) How do immigrant, first-generation Black female doctoral graduates of science education negotiate their multiple identities post-graduation? And (3) How do their multiple identities influence these women’s short and long-term career goals? Questionnaires and semi-structured interviews were used to gather qualitative data from the participants. The responses to the questionnaires were analyzed using Qualtrics Survey Software. The interview responses were analyzed using two narrative analysis approaches: the deductive (confirmatory) approach and the inductive (exploratory) approach. The deductive approach was used to understand the effect(s) of each of the interpersonal and structural domains of power on each of the multiple identities (racial, gender, science, first-generation, and immigrant) of each participant. Emergent themes common to the participants’ stories on their doctoral journeys were noted using the inductive approach. The study addressed issues of racism and gender discrimination, in addition to the first-generation and immigration statuses. Findings from the study can be used to understand the positionalities of the participants and to inform the formulation of educational policies to encourage individuals with marginalized intersectional identities to participate and persist in STEM doctoral programs, and ultimately add to faculty of color in the educational pipeline.