Diversity is a compelling topic in higher education. Despite its significance, scholars have paid little attention to the role of diversity in graduate education. It remains unclear what works and what does not work in recruiting and retaining doctoral students of color. Using a strength-based perspective, this study explores the concept of "giving back to the community" in relation to African American PhD enrollment. Findings from the study revealed that the concept of "giving back to the community" is an influencing factor. The five themes presented highlight the specific ways participants envisioned giving back. Data collection involved a one-phase semistructured interview protocol used to gather information on the relationships and experiences that influenced 41 African Americans to enroll in PhD programs.