Video games have become an integral part of the day to day lives of many people across gender, race, and age in the United States. They have become particularly important in the college student population, with nearly two thirds of all college students playing on a regular basis (Lee, 2003). While much of the scholarly research in this area examines video games and gender (Burrill, 2008; Cassell & Jenkins, 1998; Gee & Hayes, 2010; Kafai, Carrie, Denner, & Sun, 2008; Matille, Ogletree & Drake, 2007) and video games and learning (Alberti, 2008; Corrigall, 2010; Gee, 2003; Gee, 2007; Hsu & Wang, 2010), the voice of the students in these studies is missing, especially in the college population. This study investigates the ways in which male college students narrate their interactions and perceptions of video games in their day to day lives. The following research questions framed this study: 1. How do male college students narrate their interaction and perceptions of video games in their day to day lives? 2. To what extent do they perceive video games impacting their psychosocial development? This study consisted of 21 semi-structured interviews of male college students at a large public northeastern research university. Participants were selected from the general student body, as well as from the campus undergraduate gamer club. In order to participate, students needed to self-identify as a "gamer". This study has six major findings, plus recommendations for university administrators and faculty, as well as recommendations for future research. [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.]