Given the critical role of mentoring in the success of African American males in college, it is essential to gain a deeper understanding of how mentoring programs can best support African American male students and what elements contribute to their success (Henry, 2021). Recognizing that mentoring significantly influences the retention, academic performance, and personal growth of African American male students, this study highlights the need to explore how mentoring programs can effectively empower and support African American males (Wood & Harper, 2023). The purpose of this qualitative, phenomenological study was to explore the lived experiences of African American male students in mentoring programs at two Historically Black Colleges and Universities (HBCUs), Texas Southern University (TSU) and Kentucky State University (KSU), from March 2024 through May 2024. Ten students were interviewed, five from each university, to gain insights into how these mentoring programs influence their educational and social experiences. The data analysis involved conducting a thematic analysis of the interview responses to identify key themes, patterns, and commonalities in the participants' lived experiences. This qualitative method, as outlined by Braun and Clarke (2023), is effective for uncovering recurring themes and meanings within the data. The approach was particularly well-suited for exploring mentoring programs for African American males, as it allowed for a systematic examination of interview transcripts, revealing both shared experiences and individual differences among participants. This comprehensive analysis provided valuable insights into the effectiveness of the mentoring programs. This capstone identifies four common themes sense of community, ability to be present, intersectional of race, gender and class, and counter-storytelling. These themes are connected within the lived experiences of African American male students in these mentoring programs, this research will offer practical recommendations for improving the impact and efficacy of such mentoring programs. Ultimately, it seeks to help students, faculty, staff, and HBCU administrators to develop best practices and identify areas for improvement, thereby enhancing the overall success and well-being of African American males in college. [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.]