In a Midwestern nonprofit, predominantly White, Catholic university, the problem was low retention of African American students after completing a first-year seminar (FYS) course. The purpose of this instrumental case study was to explore perceptions and challenges of African American college students and faculty about the required FYS course. Using Tinto's persistence theory, perceptions and challenges of students and faculty at the study site were explored. Data were collected using semistructured interviews with 10 African American students and a focus group with five faculty who taught the FYS course. Data were analyzed to identify codes, categories, and themes. The following themes emerged: benefits of content such as academics/finances/scholarships, variety of social opportunities, multitude of resources/access, varied implementation of course, challenges with curriculum, consistency, absence of culturally-relevant materials, and absence of uniform design and differentiated delivery. The resulting curriculum project was created to strengthen the seminar to support first-year African American students, thereby leading to improved retention of African American students at the study site. This project will result in positive social change by improving African American student retention, resulting in increased graduation rates and a better quality of life for students who obtain an undergraduate degree. [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.]