Although Black commuter students are disadvantaged when it comes to higher education, research on the success of Black commuter students in college is very rare. Existing research on Black and commuter students primarily concentrate on negative statistics such as stagnant college completion rates, departure, and lack of engagement. The purpose of this study is to assess successful Black undergraduate commuter students' engagement in educational practices associated with high levels of learning and development on City University of New York (CUNY) campuses in an attempt to improve student engagement and, ultimately, learning. This research study focuses on successful Black senior students at CUNY who have maintained at least a C overall grade point average (GPA). Quantitative research methods were utilized to examine what influences successful Black students' engagement at CUNY commuter colleges. The analysis of 2009 National Survey of Student Engagement (NSSE) data found that significant differences in levels of engagement existed for students who are members of Greek organizations; students who interact with faculty often; and students who often participate in co-curricular activities. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]