Experiential training is an essential learning tool that offer students practical learning skills during their college years to compliment classroom theory, and it provides an employment advantage after graduation. Accordingly, African American students and graduates also gain pragmatic job skills with experiential training, which compliment classroom learning in college and affords the learner an employment advantage after graduation. Unfortunately, African American students and college graduates are not employed at the same rate as White college graduates with comparable grades and earned degrees in the real world. However, experiential training adds learning value to African Americans students and open employment opportunities in fields of science, technology, engineering and math that are not traditionally considered. The purpose of this study is to uncover what educational cause and effect stimuli contributes to that social phenomenon and what remedies show promising results for work parity. Through qualitative research method, this study explores teaching platforms that contribute to better work placement equality for African American graduates and it reveals the mechanics of practical learning methods. A qualitative case studies is used to examine the social phenomenon of job inequality among African American graduates that may not be uncovered through a quantitative investigation alone. This case study will investigate the benefit of adding mandatory service learning and internship disciplines to traditional classroom study and the positive employment impact for African American graduates. Earning a college degree in the United States (U.S.) is a great accomplishment for any student, particularly African American students if it leads to a high paying job in today's business markets. African American graduates who are well-trained and qualified in science, technology, engineering or math fields can add value to any global business entity domestically or internationally. [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.]