The purpose of this qualitative phenomenological study was to describe the lived experiences of black male college students' incidents with racial microaggression in central North Carolina. The phenomenon being studied in this research was the lived experiences of black male college students with racial microaggression. A qualitative methodology was the selected method for this study. A phenomenological descriptive design was used for this study. The theoretical framework for this study was the critical race theory. The critical race theory guided the research by helping the researcher evaluate how racial microaggression perpetuates educational disparities among the student body. The research questions in this study were, RQ1: How do black male college students describe their experience of racial microaggression? RQ2: What are the key constituents of the general structure of black male lived experiences with racial microaggression? The target population was black male college students in central North Carolina. The sample for this study was 10 black male college students attending colleges in central North Carolina. The researcher used 11 semi-structured open-ended interview questions to collect data. Giorgi's five-step data analysis process helped to analyze the data. The study revealed the descriptions of how the participants received racial microaggressions. The emergent themes from the first research questions were included: hyper-surveillance, inferiority, feeling uncomfortable, and prevalence of racial microaggressions. The key constitutions of these experiences included: fear, ignorance, stereotypes, and traditions. The findings in the study were congruent with the principal tenets of the critical race theory. [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.]