The college enrollment and graduation rates of Black and Latino males continues to be a persistent higher education problem. Furthermore, institutions of higher education fail the interests and educational advancement of Black and Latino men by many measures such as retention and college completion rates. More specifically, institutionalized racism obstructs Black and Latino males from advancing educationally or pushes them out before they even graduate from high school. In higher education, institutional racism manifests itself in admissions policies that appear race-neutral by implementing and relying heavily on standardized tests such as the SAT, which disproportionately excludes historically marginalized communities of color such as Black and Latino males (Garcia, 2019; Figueroa & Garcia, 2006). In 2010, using a more comprehensive admissions process that placed more emphasis on the students' academic potential and motivation rather than on SAT scores, the Urban Male Leadership Academic Scholars Program was created. The aim was to increase the enrollment, retention, and graduation rates of Black and Latino men in the Percy E. Sutton SEEK Program and Baruch College. The purpose of this qualitative research study was to examine the Urban Male Leadership Academy Scholars students' experiences and perceptions of the Urban Male Leadership Academy Scholars Program and Baruch College. While applying Critical Race Theory and using sense of belonging as the conceptual framework, the study found that participants viewed their relationship with one another as well as the UMLA facilitators and staff as brothers, a support network and like a family. Participants also shared that UMLA provided a healing, therapeutic & affirming environment, an institutional pathway into the top-tier CUNY four-year college and raised their critical consciousness. The participants also expressed the need to expand the UMLA program. Due to the global pandemic, institutions across the country paused the use of standardized tests scores as a criterion for admissions. This presents an opportunity to end gatekeeping mechanisms that perpetuate institutionalized racism and instead broaden its admissions model. Practitioners, administrators, and policymakers also need to institute Black and Latino Male Initiatives on college campuses based on a CRT and anti-racist framework. Further research on Black and Latino alumni who participated in BMI programs as well as their post-graduation experience is also recommended. [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.]