African American medical imaging students may face unique challenges due to racial differences in higher education experiences (Fries-Britt & Turner, 2001; Harper, 2007; Haysbert & Williams, 2007; Quaye, Griffin, & Museus, 2015) and racial inequities in healthcare (Lang & Bird, 2015; Molina, Kim, Berrios, & Calhoun, 2015; Ross et al., 2012) that influence their success. Student engagement--the manner in which students connect with the educational environment (Felton, Gardner, Schroeder, Lambert, & Barefoot, 2016; Kuh, et al., 2005a; Kuh, 2008; Kezar & Kinzie, 2006)--is one approach toward impacting student success. This study draws from the healthcare and education literature to examine African American student and alumni perspectives of their experiences of student engagement practices as well as to highlight their recommendations for future actions necessary to support student success. The two phases of this transformative mixed methods study design included a student and alumni survey followed by a group level assessment (GLA) alumni forum--a multi-step qualitative participatory process (Vaughn & Lohmueller, 2014). Researcher and participant integration of the quantitative and qualitative data embodies the transformative nature of the study by focusing on positive change recommendations for educator and medical imaging community practices. In the quantitative phase, survey respondents report high levels of student engagement with faculty in the classroom. Alternatively, data indicate a large deficit in student engagement practices outside of class with few same race mentoring and networking opportunities. The qualitative survey data show participants' experiences corroborated the tenets of critical race theory as evidenced by their descriptions of isolation and racial stereotyping. During the qualitative phase of the study, African American alumni GLA participants integrated the quantitative and qualitative data to determine priorities for student engagement practices such as embracing the whole student and sharing positive messages about medical imaging careers. Participants further provided perspectives of their concerns and fears impacted by race in alignment with critical race theory and recommended improvements in admissions and recruitment practices for students of color. Further researcher integration of the data provided best practice recommendations for implementation by faculty, programs, and clinical education sites, including improved communication and creation of more inclusive educational environments. In total, these findings suggest that many opportunities exist for improving the experience of African American students in medical imaging programs. This study provides a unique set of action priorities for implementation by medical imaging programs to support the success of African American medical imaging students in a highly segregated geographic region. The research builds upon prior research suggesting that student success is a shared responsibility (Kuh et al., 2005b) impacted by race (Berger, Ramirez, & Lyons, 2012; Musu-Gillette et al., 2016; Harper, 2007; Quaye et al., 2015). The transformative nature of the study identifies student engagement practice improvements needed to support African American medical imaging students and calls attention to the importance of the inclusion of members of the African American medical imaging community in the planning and implementation process. [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.]