Diversity has become an important characteristic of higher education; however, in many higher education institutions, the admission, enrollment, and support of a diverse student population remain a challenge, especially concerning the admission, retention, and graduation of Black males (Lee & Keys, 2013; Lynch, 2014; Nelms, 2010; Palmer et al., 2014b). Due to the widening graduation gap that exists between Black males and other majority races and concerns that they are disappearing from college and university campuses across the country, researcher Michael Washington (2013) questioned whether Black male college graduates are becoming an endangered species in higher education. Despite increased efforts to promote educational opportunities for Black males in higher education, many researchers argued that, although institutions are making good efforts to improve the outcomes of Black males, their strategies are, in the best cases, outdated and, in the worst cases, counterproductive (Harper, 2014; Palmer et al., 2013). A plethora of research reinforced the hypothesis that Black males are very severely disadvantaged and lack the ability to perform well, and thereby, are incapable of college success (Davis, 1994; Palmer & Maramba, 2011). Using a phenomenological approach, this research aimed to understand the factors that influenced Black males' success in college and identify common themes that emerged from their experiences. The findings revealed several key themes that contributed to Black Males' success in college, including familial empowerment, the praxis of endurance, the ethos of adaptability, the ecology of hope, and the persona of excellence. These themes highlight the importance of family support, self-advocacy, mindset shifts, community networks, and the presentation of oneself in achieving success in college and provides triumphant stories of how Black males' cultural capacities put things within their control to help them deal with those things that were out of their control. This research and findings manifested into a conceptual framework developed from the research called "The Ecology of Success Model" and provide valuable insights for higher education institutions to improve support and retention rates for Black male 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.]