This phenomenological study addressed the factors of an institutionalized peer to peer mentoring program that fostered academic success and persistence among Black male students graduating from a predominantly White four-year public university in Tennessee through the lens of the critical race theory. Data was gathered through face-to-face, open-ended, semi-structured interviews via Zoom with twelve participants that graduated between 2014 and 2022. Study participants were grouped into group 1 as those Black male students that were not impacted by the global pandemic and group 2 as those Black male students that were impacted by the global pandemic. Emerging themes and categories were identified by coding and analyzing the interview data. The themes that were identified were early intervention, impact of peer led mentoring, benefits of building strong relationships, safe spaces on campus, and the integration of mentorship programs into communities. The findings may provide higher education institutions with best practices models on how to further design or redesign strategies, policies, and practices that promote a mentorship culture that assist in the academic success for Black male students. The findings from this study may have implications relevant to the growing body of research on Black male achievers; as well as educational and community leaders; and policy makers on the development of practices, strategies, and recommendations to further provide effective mentorship programs that enhance Black male success on college campuses. [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.]