Through the reflections of 17 Black adults (10 male, 7 female) who were formally identified as gifted as children in NYC Public schools, this study explores their college selection process. Moreover, we investigate how being in gifted and talented programs influenced the support they received while looking at colleges and how this influenced their college selection. Using Hossler and Gallagher's Three-Phase Model for Student College Choice and social and cultural capital as theoretical lenses, findings suggest that the participants did not see much support from their college counselors; rather, they relied on other people and programs to facilitate their college applications and college selection decisions. Moreover, participants college choice decisions were heavily influenced by their belief that the college was an intellectually and socially affirming space. We provide implications for NYC public schools specifically, K-12 generally, and higher education.