Institutions have experienced an increase in enrollment of Black male veteran students, while also encountering a decline of this population throughout the academic year. There is a gap in the literature regarding the experiences of Black male veterans and their levels of engagement in higher education, which could assist with retention. This quantitative study examined the engagement levels of Black male veteran students attending American colleges and universities and compared their engagement to that of White male veteran students, Black male non-veteran students, and Black male veteran students who identify as first-generation college students, using participant data from the National Survey of Student Engagement (NSSE). Independent-sample t tests were used to determine if there were any significant statistical differences by determining the mean, standard deviation, and effect size for the different groups. The results revealed that Black male veteran college students had higher levels of engagement in some areas as compared to White male veteran students and Black male non-veteran students, while also reporting lower levels of engagement in other areas as compared to Black male non-veteran students. No significant differences were found between first-generation and non-first-generation Black male veteran students. The results highlight the role that various institutional supports and positive interactions between student and faculty members can have in supporting engagement and student success and offers insights into understanding engagement for this population, while emphasizing the need for further research to find ways of better supporting the needs of this population. [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.]