The purpose of this qualitative descriptive study was to explore how Black faculty describe their experiences of belonging and how those experiences influence employee engagement and intention to stay at the community college. The theoretical framework focused on the belongingness theory and used a conceptual framework of belonging and the Black faculty member, employee engagement, and intent to stay. Three research questions were utilized to collect data. The sample used in the study included 14 self-identified Black full-time faculty members at a Midwestern Community College through an open-ended, semi-structured individual interview and 28 self-identified Black full-time faculty members who completed a qualitative questionnaire. The data collected was analyzed through Braun and Clarke's thematic analysis for qualitative data. Four themes emerged, including how Black faculty in the Midwestern Community College placed high importance on relationships in the workplace to determine their experience of belonging. Second, the intentional focus on students motivates faculty when considering their experiences of belonging and its influence on employee engagement. Black faculty members' motivation to stay at a community college is influenced by recognition from the system concerning their work as faculty members. Last is that Black faculty note that a workplace culture often influenced by race contributes to their experience of belonging. The findings of the study could assist higher education institutions in addressing retention efforts of faculty through the lens of belonging. [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.]