The number of students attending higher education institutions has increased across the nation over the past few decades. Nearly 46% of students chose to begin postsecondary education or technical training at a community college (American Association of Community Colleges, 2008). Accessibility and lower tuition have contributed to the enrollment growth at 2-year colleges. Consistently, however, fewer minority students graduate in comparison with the majority student population. The purpose of this study was to explore the perceptions of minority males regarding their motivation to attend college, engagement on campus, how they felt they were perceived on the campus, and their views on the strategies used in success initiatives as it related to developmental math. The study sought to determine if there were differences in those factors based upon successful completion of the remedial math course, enrollment status, the institution of attendance, and age. Eighty-nine minority males representing three community colleges in Ohio participated in the research. The study findings suggest that minority males perceive themselves as engaged in the college environment, interacting well with faculty members, and having an overall positive experience on campus. Findings also suggest a need for colleges to provide resources, interaction opportunities, and communication as it pertains to their success. [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.]