This study explored the psychological well-being of Black or African American graduate students at Predominantly White Institutions (PWIs) and the impact of codeswitching from Ebonics to Standard English. Previous literature has shown that Black or African American students, may face challenges at a PWI such as frequent racial tensions and discrimination. The use of codeswitching has also been shown to have negative consequences for Black speakers. Thus, the current study focused primarily on the impact that the use of codeswitching has on individuals who identify as Black or African American graduate students. Through the Consensual Qualitative Research (CQR) method data was collected and analyzed in order to gain insight into this phenomenon. As a part of this study, 12 Black or African Americans who previously obtained an undergraduate degree from a Historically Black College or University (HBCU) and graduated or who were currently attending a PWI at the time of the study were recruited. The results indicated that participants codeswitched at their PWI to avoid challenges such as being misunderstood, not being taken seriously, and being stereotyped. The results supported the notion that codeswitching is a vital tool for Black graduate students to navigate in Predominantly White environments. In terms of psychological implications, the results indicated that psychological stressors such as anxiety, changes to participants' personality (none that align with any specific DSM-5 diagnoses), exhaustion, and masking were present as a result of codeswitching or the use of Ebonics at their PWI. But, in terms of specific mental health comparisons from HBCU to PWI related to codeswitching, there were no significant results. Lastly, the results also suggested that PWIs should create more diversity-related resources, emphasis on graduate student resources through increased funding, and more awareness of codeswitching through discussions, trainings, etc.