Historically Black Colleges and Universities (HBCUs) continue to represent a great legacy in the history of education for African Americans; however, these institutions are faced with contemporary challenges that include: declining Black enrollment, financial constraints, and questions concerning the value an HBCU degree holds. Research illustrates how HBCUs are academically and culturally accommodating for Black students (Albritton, 2012; Fountaine, 2012; Fries-Britt & Turner, 2002; Outcalt & Skewes-Cox, 2002; Thompson, 2008), but when deciding on which college to attend, high schoolers give more consideration to financial access and prestige, and less to the development or affirmation of racial identities (Braddock & Hua, 2006; Fleming, 1984; Freeman & Thomas, 2002; Tobolowsky, Outcalt, & McDonough, 2005). The current scope of literature fails to recognize Black high school students' perspectives on electing to attend an HBCU (Dancy & Brown, 2008; Davis, 2004; Dillon, 1999; Freeman, 1999). Critical Race Afrocentricity provides a lens to examine how HBCUs serve as a historical and contemporary marker for educational opportunity among Black college students in a time where the concept of race is seemingly not a determinant in college selectivity. This study examines the perspectives of 13 Black college-bound high school students in regards to attending an HBCU. Since there is a slight decline in Black enrollment at HBCUs, it is necessary to examine the contemporary role HBCUs will serve for future generations of Black students. Findings of the study indicate that Black teens recognize the intellectual, cultural, and social value in attending an HBCU; however, they feel that factors such as financial affordability and academic reputation are more pertinent factors in college selectivity. Furthermore, there is a need for future research to examine the participants' perspectives (as teens aspiring to attend college) to their collegiate experiences.