The first-year experiences of six African American male students participating in a developmental education program at a community college were examined. African American male students constitute a significant proportion of those who struggle with academic performance. The initial year of college can be challenging for African American males, often leading to being overwhelmed by demanding coursework, with some recognizing the need for greater academic preparedness to meet professors' expectations. The literature review provided a contextualization of the historical background of developmental education and preceded a discussion on the influence of self-efficacy. The study explored both academic and nonacademic effects on the lives of African American male students. A phenomenological method, grounded in Bandura's social cognitive theory, was employed to investigate the impact of self-efficacy on these students' journeys through postsecondary education. Personal and personable responses were elicited during interviews to gather data in this qualitative. Participants' responses during Zoom sessions were documented and analyzed through In Vivo coding, revealing themes that illuminated the findings. The exploration disclosed experiences during the initial year, categorized into Academic Empowerment, Noneducational Barriers, Effective Interventions, and Engagement Needs. Academic empowerment involves possessing the knowledge, skills, and mindset necessary for success in education and overcoming obstacles. Nonacademic factors, such as financial support, academic commitments, and newfound independence on a college campus, posed challenges in students' daily lives. Customized intervention strategies provided focused support for in-class and external personal needs. Engagement encompassed various factors contributing to active participation, involvement, and overall connection with the academic environment and campus life. The research underscored how self-efficacy influenced the navigation by these African American male students through their first-year experience in a developmental education program. The literature review suggested that, while financial constraints were a factor, a lack of funds did not dictate the success of African American male students in a developmental education program. Instead, mindset emerged as a pivotal determinant of academic success, aligning with Bandura's social cognitive theory and endorsing the positive impact of affinity groups. Despite challenges in first-year college experiences, affinity groups supported students motivated toward achieving their goals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]