The purpose of this study was to apply the College Self-Efficacy Inventory (CSEI) to further analyze the situations surrounding African American males' retention rate. The research that has been conducted has consistently proven that African American males' retention is among the lowest compared to any other males or females of any other race in the United States. Researchers have attributed many reasons for the low retention, such as low college preparatory course enrollment, low levels of parental education, lack of parental support, and socio-economic status. The literature also revealed a myriad of potential solutions to the problem such as college preparatory courses, remedial courses, and college mentoring. One common theme among the literature on African American males' retention is that low retention is a problem that needs to be solved. The researcher used the CSEI to analyze the social experience of incoming African American freshmen males at the chosen institution. A section in the CSEI survey inquired about the participants' social self-efficacy and course self-efficacy. Social self-efficacy and course self-efficacy were two psychosocial factors that were analyzed in this study and have been associated with student academic success and retention. The study revealed the confidence levels of African American freshmen males to complete various tasks associated with college success. The results from the surveys were analyzed using factor analysis and grade of membership (GoM). GoM analysis revealed social self-efficacy's effect on the retention of African American male freshmen. GoM and factor analysis did not reveal course self-efficacy's effect on the retention of the participants. The results from this quantitative study can be beneficial to faculty and administrators at the collegiate level. The results could be used to help refine current retention practices for African American male students. As a result, retention among African American males can improve. An increase in African American males' retention could lead to more diversity on college campuses. The retention efforts put forth by higher education employees can benefit from understanding the complexities of African American males' retention. [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.]