There is an underrepresentation of Blacks in STEM; the research in this area is heavily developed in the context of the United States of America, but it is underdeveloped in Canada. This study aims to: first, gain an understanding of the experiences of Blacks in STEM, in order to gain some insights about why they are not remaining in the STEM fields. Second, this study aims to use the knowledge acquired from the previously-mentioned experiences to develop strategies that educators can use in order to help improve the retention of Blacks in STEM. The goals of this study are achieved through the use of critical autoethnography with a critical race theory (CRT) lens: more specifically, in hopes of amplifying the Canadian voice in this area of scholarship, the author (a Black Canadian female) critically reflects upon her experiences as she navigated through the STEM pipeline, and uses CRT to pinpoint occurrences when the systems that she was exposed to worked against her because of her race. The findings of this study demonstrated that the STEM terrain is toxic for Blacks: this makes it difficult for Blacks to develop a sense of belonging and a STEM identity, thus rendering it “inviting” for Blacks to drop out of the STEM pipeline. This research also showed that most of the strategies that can be implemented on the school level to help with the retention of Blacks in STEM are strategies that ultimately serve to help Black students develop a STEM identity.