In the United States, Black male students graduate at a significantly lower rate than other student groups, with 38.6% of Black males graduating in six years from four-year institutions and just 21% when time is reduced to four years. This qualitative action research case study used a focus group interview with six participants to understand the factors related to Black male student retention and graduation at Lincoln Prairie University (LPU) (pseudonym), a private, predominantly White Midwestern institution. The study also sought to determine what actions LPU could take to increase the retention and graduation rates of its Black male students. Past research pointed to several factors that had both positive and negative influences on Black male student retention, including campus climate, feelings of isolation, racism and microaggressions, academic performance, the availability of financial assistance, and peer and mentor support systems. The campus climate theoretical framework was used to organize this study and connect it to existing literature. Findings suggest that when campus administrators understand their campus climate and continually improve campus operations, Black male students can persist to graduation. The findings also point to the importance of fully supporting Black male students on campus by making them feel heard, seen, and included and limiting racism and microaggressions. With the appropriate levels of academic and social support, a healthy campus climate, and a constantly improving campus, Black male students can achieve academic success, be retained from year to year, and ultimately graduate. To improve retention and graduation rates, campus administrators should focus on increasing the diversity of campus employees, supporting open and honest conversations about racial issues, and using all available resources to promote Black activities on campus.