Ailing academic performances of Black male student athletes have been an impetus for a search of recourse by the National Collegiate Athletic Association. Amid the volume of these academic underperformances, particularly in revenue-generating sports, there are Black male student athletes who achieve a level of success in the classroom that rivals their athletic prowess. The present case study investigated the self-perceptions and behaviors contributing to seven Black male student athletes' success in managing their dual roles as students and athletes while navigating their college experience. The theoretical framework of Critical Race Theory was used to ground this research. Findings from this study are represented by the following themes: "Complex Identities," "Community," and "Liberation." The implications of this study support fostering meaningful opportunities to develop healthy Black male student athlete identities and academic achievement.