This convergent mixed method study examined the supports and barriers of Black male student persistence at a predominantly White institution in the southeastern United States through four research questions: 1) To what extent do mean graduation rates vary across self-described racial designations and gender over the academic years 2013-2021 at a PWI?; 2) To what extent do Black male college students differ in perceptions of supports at PWIs based on first-generation college student status, adult, nontraditional status, and traditional status?; 3) What do Black male college students perceive as supports to academic persistence at a PWI?; and 4) What do Black male college students perceive as barriers to academic persistence at a PWI? The participants for the archival data were students (n = 10,749), including all recorded races and genders, for the specified period 2013-2021. The participants for the survey were students (n = 31) who identified as Black or African American males enrolled in the university. The findings revealed that Black males graduated at the same rate as other students, irrespective of gender or self-reported race. The subsequent survey and qualitative analysis of semistructured interviews revealed several themes related to Black male perceptions of supports, including belongingness, mentorship, and representation of Black faculty and staff. Barriers include racism, lack of representation, lack of dedicated mentorship, and underutilization of the Black college student center. Finally, practical implications are provided as well as suggestions for future research. [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.]