This study was designed to determine any change to Black students’ sense of belonging after UNC Asheville staff members completed capacity building training about racial consciousness. To view Black students’ sense of belonging, a critical whiteness studies lens was used to examine higher education. The entirety of higher education from creation to establishment to practices were all viewed as a result of whiteness. As part of the capacity building trainings, this study centered the stories and experiences of Black students as counter-narratives or the process of counter-storytelling, which is a key tenet of Critical Race Theory. Using counter-storytelling elevates the stories of Black students to describe college student belonging. I organized this study to utilize their stories as a way to explore their belonging at a predominantly white institution and what staff members can do to aid in an increased sense of belonging of Black students. The research that guided this study originated from that Black students have a lower sense of belonging than White students at predominantly white institutions. The literature presented throughout this study illustrated the foundations of Black student belonging, how institutions affect belonging, and the necessary elements for Black students to have an increased sense of belonging. I focused on specialized staff training as research indicated positive relationships with staff members and specialized training could have a positive impact on an increased sense of belonging for Black students at a predominantly white institution.