Black men face numerous challenges in higher education, including poor K-12 educational preparation and experiences, negative societal perceptions, hostile and unwelcoming college campuses, a lack of Black role models and faculty, and curriculum and pedagogical practices often void of relevant cultural connections. Specifically in the community college system, Black men possess some of the most dismal outcomes in academic performance, persistence, completion, and transfer. Black men often arrive on community college campuses older, low-income, delayed college entry, first-generation, with dependents, and working full-time, which are factors that can impact their college success. Using Wood and Harris's (2016) socio-ecological outcomes (SEO) model as the primary guiding theoretical framework, this study explored factors that influenced Black men who attended a California community college and participated in culturally relevant cohort-based college success programs, such as Umoja and/or African American Male Education Network and Development, then transferred to Historically Black Colleges and Universities (HBCU) for bachelor's degree completion. The findings of this nine-person qualitative study revealed three major themes: (a) the value of participation in cohort-based programs; (b) this feels like family and home and staying grounded within the Black community: and (c) similarities between culturally relevant cohort-based programs and HBCUs. The implications for practices and policies and a robust set of recommendation for future research appropriate to various levels of high education professional are provided. [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.]