Purpose: This research explores the key factors that contribute to the success of Black students in a predominantly White institution (PWI). Two measures of success are examined: cumulative grade point average (GPA) and graduation status. Design/methodology/approach: Using student-level data from a southeastern university, this research estimates education production functions using ordinary least squares regression. Findings: While the negative effect of being Black is significant for both cumulative GPA and graduation status, the effect becomes overshadowed when peer effects are added. The authors also found the critical effect of institutional support on student success. Research limitations/implications: The student-level data are restricted to a single institution over a relatively short period of time, which limits the authors' ability to analyze institution-level factors. Practical implications: This research provides a broad view of many significant factors for student success with particular highlights on the importance of encouraging Black students to utilize institutional support. Originality/value: This study is an extension of the education production function model in the field of student success. The study identified peer effects and institutional support as more powerful determinants of student success than race.