Black males have the highest dropout rates, poorest achievement, lowest test scores, and the lowest graduation rate among all ethnic groups (Naylor et al., 2015; Whiting, 2009). Drawing upon interviews, this qualitative study explored the experiences and perceptions of African American mentees participating in mentoring programs at two regional state universities in a northeastern state. The research captured the perceptions of five participants. Semi-structured interviews were conducted, and transcripts were analyzed for themes. The findings in the data analysis revealed three core themes: "forging bonds," "successfully navigating unfamiliar spaces," and "enhanced intrinsic motivation." The bonds of friendship and brotherhood that are formed between a mentor and mentee are vital components to Black male students' success. A mentor's support and communication are crucial to their mentees' adjustment to new surroundings and environments. Mentoring also is transformative and can help mentees develop motivation and confidence and see the world beyond their own thoughts and perspectives. The findings illustrated the importance of establishing a bond between the mentor and mentee, having a mentor for African American males as they transition to new and unfamiliar spaces, and motivating mentees to expand their perspectives. [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.]