Retention and graduation rates are declining nationwide but are exceptionally low for Black men. Extant research substantiates that various influences contribute to a student's ability to persist to graduation. Apart from the positive impact of HBCUs on educational outcomes for Black students, empirical research highlights that enrollment, campus engagement, retention, success, and graduation are problematic (Palmer et al., 2013). Many factors--academic and non-cognitive--affect a student's ability to persist to graduation (Bosco, 2021). This problem of practice (PoP) explores the perspectives of Black male students at an HBCU in rural Mississippi and the role non-cognitive factors within a first-year experience program play in their continued enrollment. Institutions of higher learning, not only HBCUs, should focus on the student experience, including non-cognitive experiences, to capitalize on their ability to increase student retention and persistence (Shorette & Palmer, 2015). This dissertation concentrates on non-cognitive tenets and how Black males use these traits to reach educational 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.]