"Open access" is a core mission component of the community college. Through this mission, public two-year colleges provide postsecondary opportunities to nearly all individuals desiring further education. However, access is not necessarily synonymous with success. Many students, including black males, have concerning levels of success, or the lack thereof, in college. In this article, the author discusses strategies that faculty can use to improve the success of black males in the community college. While grounded in research conducted in the community college, these strategies are applicable to faculty in higher education as a whole. Faculty members who practice these strategies will be taking an important step away from a "right to fail" philosophy to one that facilitates students' "right to succeed." As institutional agents, faculty members can illustrate an institution's commitment to students, thereby increasing the likelihood that students will succeed. Like all other students, black males want to succeed. They want to create a better future for themselves and their families. However, aiding students in achieving their academic and career goals requires a shared responsibility for student outcomes, one that shares the burden of student achievement between the institution and the student. Employing the strategies provided is one component of an institution's obligation to facilitate positive outcomes of black males in college.