The purpose of this qualitative descriptive study was to explore how high-achieving African American males attending community college describe how social support contributed to their academic experience in the United States. The theoretical foundations included The Self-Efficacy Theory and The Scholar Identity Model. There were three research questions: 1) How do high-achieving African American male community college students describe the influence family members in contributing to their academic experiences? 2) How do high-achieving African American male community college students describe the influence of school members in contributing to their academic experiences? 3) How do high-achieving African American male community college students describe the influence of the role of community members in contributing to their academic experiences? The sample was comprised of African American males attending community college, maintaining a minimum GPA of 3.5, and completed at least one semester of community college. This qualitative descriptive study included data from 11 one-on-one semi-structured interviews and videos obtained from the public domain. Thematic analysis was used to code and organize the data to develop themes and content analysis was used to deductively analyze the public domain videos. Themes for the research included vicarious experience as an inspiration to overcome obstacles, emotional and academic check-ins encourage accountability, availability, and affirmation to provide the inspiration to achieve academically, and collaboration provide a sense of belonging and support. [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.]