This study focused on the experience of successful African American male students in higher learning institutions as well as the factors they feel are drivers of their academic persistence. This study is significant because limited research exists on African American male academic success within HBCUs. Using the anti-deficit achievement framework by Harper as a theoretical guide, this phenomenological study explored the lived experiences of African American undergraduate males attending one Historically Black College and University (HBCU) in Maryland. The purpose of this study was fixated on the experiences that aided African American undergraduate male students' to persist in their academic pursuits. 10 participants who returned after their first year in college were purposely selected, and information was gathered from them using semi-structured interviews. The result of this study showed that the participants were determined to achieve their collegial academic pursuit towards better career opportunities and a fulfilled life. Support from their family, faculty, staff, peers, and university played a significant role in their success. These findings offer an alternative perspective to deficit-focused studies on African American males in higher education. The study is suggested for higher education stakeholders who are seeking to improve the academic accomplishments of African American men. The results may help academic scholars, campus leaders, academically oriented groups, instructors, staff, and students understand what is required to support African American males in achieving academic success. [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.]