The purpose of this study was to examine the experiences of 11 African American participants who completed a bachelor's degree at a Hispanic-serving university in the Chicagoland region (Illinois) and exploring the academic and social factors that influenced their persistence to completion. Data for this study was obtained through semi-structured interviews. The results of this study revealed five themes: (a) the participants had limited knowledge of their institution's status as a Hispanic-serving institution and associated initiatives; (b) the participants experienced feelings of isolation; (c) participants reported a challenging campus climate; (d) Black faculty and staff provided support, motivation, and mentorship; and (e) student engagement helps build confidence and sense of belonging. Most of these participants reported having had low-self efficacious beliefs in their ability to complete a degree upon entering their institution. Although they shared stories of challenges they had faced with academics, personal issues, racism, and even discrimination at the institution, most participants expressed a general satisfaction with their chosen college with some even recommending that future students attend the same college as they attended. [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.]