This qualitative phenomenological research study sought to explore African American male students' perception of the Successful Teaching Relative to Overcoming Negative Generalities (S.T.R.O.N.G.) MENtoring program's influence on their academic and social integration. As African American male students continue to experience lower graduation rates than their counterparts in college, assessing how a mentorship organization established for African American male students impacts their college experience is vital. This research study sought to discover (a) the Successful Teaching Relative to Overcoming Negative Generalities (S.T.R.O.N.G.) MENtoring program's impact on African American male students' academic and social integration in college, and (b) African American male students' perception of their involvement in the Successful Teaching Relative to Overcoming Negative Generalities (S.T.R.O.N.G.) MENtoring program. The literature review provided historical knowledge on African American male students' interactions and involvement in organizations established for students as well as their academic and social integration in college. Then, the phenomenological method was used to observe African American male students' shared experiences in the Successful Teaching Relative to Overcoming Negative Generalities (S.T.R.O.N.G.) MENtoring program and their perception of the organization's impact on their academic and social integration. [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.]