This study explored the socialization and retention of Black junior faculty at Historically Black College and University institutions. Tierney and Rhoads (1993) two-stage theory of faculty socialization was used as the theoretical framework for the study. To understand the socialization experiences of Black junior faculty who were in their first faculty appointments since achieving their Ph.D.s, a phenomenological approach was employed during the investigation. Semi-structured, face-to-face interviews were conducted with nine Black junior faculty at both private and public HBCUs to gain insight into their socialization as they experienced it at these institutions. The findings of this study revealed three overarching themes that influenced the socialization of Black junior faculty at HBCUs: Black faculty career preparation, "academic suicide" and servant leadership. Participants narratives revealed that there exists a disconnect between the expectations junior faculty foster about the faculty job during graduate school and the reality of actual faculty role responsibilities. Ultimately, the primary determinant of Black junior faculty retention for participants in this study was their desire to be servant leaders to the Black students their HBCUs served. [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.]