Executive leadership for African-American males in higher education in student affairs at predominantly white institutions remains elusive and requires dedicated insights, critical thought, hard work, and a community of support that manifests itself in many ways. The work is evolving, and higher education administrator must take time to acknowledge existing challenges to dismantle barriers that can prevent success in the higher education student affairs field for African-American males. Reviewing the literature related to the historical context of higher education to African-Americans, antiblackness experiences in higher education, racism within campus culture, challenges that African-American males face and leadership helps to solidify a gap in the research. This study reviewed how African-American males in student affairs leadership navigated antiblackness experiences in their journey to executive leadership in predominantly white institutions (PWIs). This research was shaped so that the participants would be able to share their lived experiences and give their personal scope and contextual depth on what their experiences at predominantly white institutions provided to their professional journeys. This research was grounded in critical race theory (Delgado & Stefanic, 2017; Patton, 2016) to better understand and illuminate the significance of the research questions relating to African-American males in student affairs leadership at predominantly white institutions. Data collection included interviews with 12 African-American male executive student affairs administrators, transcription analysis, and coded themes. The first theme "Awareness of Systemic Racism" demonstrates participants' awareness of the challenges that certain racial groups must navigate. The second theme, "Mentoring Matters," establishes the importance of relationships that help guide and work through career journey challenges. The third theme "Support Inside and Outside the Work" points to the importance of having a broad support network. Finally, the fourth theme "Fighting to be Seen" explains how African-American males' socialization and social conditions play a part in how the community perceives and interacts with them. The findings of the research suggested that there is value in mentoring, having support, and being seen within the work as an African-American male in student affairs. The narrative from participants help to show that there is need for institution to support African-American males through strengthening experiences and perspectives within their work in student affairs. [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.]