This qualitative research study examines Black male faculty's challenges in persisting at a Predominantly White Institution (PWI). Eleven Black male faculty members from a large PWI in the Western United States were interviewed using a purposive and snowball sampling methodological approach. Individual narratives were analyzed based on critical race theory and guided by Clark and Estes' (2008) gap analysis framework. The data analysis yielded six themes: knowledge of job requirements is foundational; protection of time is vital; self-confidence in career goal obtainment is crucial; value perception in career goal obtainment is motivational; inclusion of unique pedagogies and research interests is critical; and targeted mentoring opportunities are essential. Findings suggest Black male faculty at a large PWI face unique challenges that can go unnoticed by institutional leadership. Black male faculty often expend an enormous amount of mental and physical energy surviving at a PWI. This survival mode approach is untenable and often leads to the exhaustion, burnout, and eventual departure of Black male faculty from post-secondary education. This study recommends that PWIs deploy policies, practices, resources, and training to support their Black male faculty demographic to mitigate the problem of practice concerning their ability to persist. Implementing the suggested recommendations can increase Black male faculty success rates, improving all students' educational experiences. [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.]