This qualitative case study utilized interviews, classroom observations, and course syllabi to investigate the experiences of Black male students at a community college. Applying a conceptual framework of Dumas's anti-Blackness and Paris's culturally sustaining pedagogy provided a lens to understand how Black men experience classroom spaces on campus and the role of faculty pedagogy in shaping these experiences. The four themes that materialized were: operationalization of Blackness, faculty pedagogy, student-faculty experiences, and institutional evolution. By embracing their racial identity, Black males exerted agency and autonomy in the classroom. Faculty pedagogy determined how these students were included in the classroom. As a result, Black male identity and pedagogy played a central role in shaping the classroom experiences of Black male students with course faculty. Lastly, institutional barriers and other external factors were analyzed to explore how they shape the classroom experiences of both Black males and community college faculty. Black males experienced negative classroom experiences when faculty did not employ culturally sustaining pedagogy. Conversely, when faculty did use these methods, Black men expressed positive attitudes toward those classroom spaces and faculty. Culturally sustaining pedagogy validated Black men in the class, centered their voices, and implemented policies to close equity gaps. Recommendations for policy and practice include faculty pedagogical professional development to assist with implementing culturally sustaining ideas to enhance Black male students' classroom success. Areas for future research include exploring the role of faculty racial identity in relation to their pedagogical approach to the classroom. Although Black males are the demographic 2-year institutions most fail to serve, they remain resolute in pursuing academic success. [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.]