A qualitative grounded theory approach is utilized to study the academic and career trajectories of twenty African American male collegiate students living in San Bernardino, California. There is limited research that explores the positive educational experiences of young adult African American males. Therefore, the aim of the present study is to fill a much needed gap in the literature by providing research on a population of students who are rarely examined from a strengths based approach. Prosocial Development and Achievement Theory explains the major social processes of members of the present study as it relates to their academic and career trajectories. Themes that emerged from the data include constructive hardship and counteraction, conditioned construction of masculinity, and community and family support. Participants were able to utilize adverse experiences as motivation for success. They also sought to negate the recurrence of negative patterns, and counteract negative stereotypes. Participants demonstrated an ability to overcome pressures to adopt a veneer of toughness apart from its potential use to survive the challenges of their community. Additionally, variations of community and family support were important to achievement and life adjustment. Implications for research and practice in field of Family Science are discussed. [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.]