Qualitative research on the first-year experiences of Black male commuter students entering institutions of higher learning is necessary to provide a deeper look at institutional and individual factors that these students may experience, which impact their academic success. Understanding the issues that affect Black male college students in achieving success in their first year of college is crucial to refining support programs at the post-secondary level. The role of the first-year experience in Black male college student success is explored in this research study, through the participants' own words and experiences. This phenomenological study examined the students' lived experiences and identified issues and supports that Black male commuter students encountered during their first year in the ACT101 Program at a private, four-year, predominantly White institution (PWI). Ten interviews were conducted with students, and additional interviews were conducted with administration and staff. Results support the need to provide access to pre-college socialization via summer-bridge programs prior to college enrollment, with both financial and academic support throughout the undergraduate experience. Support programs should be informed by Strayhorn's (2018) approach to sense of belonging and Harper's (2010) Anti-Deficit Achievement Model, to enhance the success of Black Male commuter students. [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.]