African American males have some of the lowest retention rates of all races and genders in higher education. First-generation African American male undergraduate students (FGAAMUS) attending a public 4-year institution located in the southeastern portion of the United States are experiencing lower retention rates than other students in the same region. The purpose of this basic qualitative study was to explore FGAAMUS' perceptions of the impact of academic and social integration on their retention rates at Waygate University (pseudonym). Tinto's student integration model provided the framework for the study. A sample of 10 FGAAMUS completed in-depth interviews. The transcripts of the interviews were coded using NVivo qualitative software analysis program. NVivo allowed for analysis of transcripts to be completed in a central location while organizing codes, categories, and themes and allowed for more in-depth interpretations and organization of the data. The data was further analyzed using thematic analysis with constant comparison. In this coding methodology, each interview was analyzed as the transcripts were received, allowing the development of codes, categories, and themes as data were collected. The project resulting from this study was developed from the findings of four emergent themes: financial aid, academic/administration, campus, and social integration. Implications for social change include strategies to improve the retention and graduation rates of FGAAMUS at the local setting with the hope that these students, because of their educational attainment, may return to serve their communities of choice. [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.]