This qualitative dissertation explored the challenges faced by African American students in a Career and Technical Education (CTE) Hospitality Program at a Historically Black Community College (HBCC) in Alabama. Framed by Social-Identity Theory, Critical Race Theory, and the Inclusive Excellence Framework, the study addressed the underrepresentation of African Americans in management roles within the Hospitality and Tourism industry (U.S. Bureau of Labor Statistics, 2020). Using purposive sampling and in-depth interviews with students, faculty, and administrators, the research identified structural, cultural, and academic barriers--such as educational disparities, limited networking, resource inequalities, and unconscious biases in hiring and promotion--that hindered student success. While culturally supportive environments were present, participants highlighted gaps in institutional resources and industry partnerships needed for career advancement, underscoring the need for stronger diversity and inclusion efforts. Findings suggested that collaboration among HBCC leadership, faculty, and industry stakeholders could create a more inclusive educational framework, benefiting African American students. Recommendations included initiatives to enhance equitable learning opportunities, improve representation, and support professional development, contributing to broader diversity efforts within CTE programs and emphasizing the role of HBCCs in building an inclusive workforce in Hospitality and Tourism. [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.]