This study was conducted to explore the experiences of adult African American students' experiences with culturally responsive instruction. Currently, American colleges and universities are redirecting their efforts to attract and retain the growing number of diverse adult students that are entering college. College administrators have sought to increase the diversity levels among instructors believing that students might have a natural affinity towards instructors of the same race and ethnicity and therefore successfully matriculate through the education programs. The changing demographics for adult learners have caused a need for renewed educational practices considering a wide and varied population with different beliefs, norms, morals, and mores. There is a gap in knowledge on the success of culturally responsive instruction from the experiences of the adult students who were taught using this instruction and successfully matriculated through post-secondary educational endeavors. This study addressed the primary research question of what role does CRI play when the students succeed? A basic qualitative study was used to answer the research question. A sample of 15 participants, who graduated with a bachelor's degree, in the last 5 years, were recruited from across the country. Participants were interviewed and the data was analyzed. Themes emerged from the data: content integration, prejudice reduction, knowledge construction, equity in education, and cultural environment. The findings of the study suggested that CRI was not a determinant in the students' successful college matriculation. [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.]