Many African American male students who enroll in higher education institutions do not graduate. This phenomenological study aims to understand factors contributing to the success of African American male students at a Midwestern Black Historical Institution. The theory underpinning this study is William Sedlacek's noncognitive variables, which provided the necessary framework to comprehend factors contributing to the academic success of African American male students. A qualitative research methodology was appropriate as this design provided a deeper understanding of African American male students' experiences as they overcame the barriers to academic success. Exploratory phenomenology was selected for this study due to the investigator's interest in factors that affect African American male students' academic success in college. The setting for this exploratory, phenomenological study was a Black Historical Institution in the Midwestern United States region. Purposeful sampling was used in this qualitative study research. The sample size of this study was ten African American male, full-time college students enrolled in a Black Historical Institution. The researcher utilized only one data collection method: semi-structured interviews and a data analysis process. [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.]