The purpose of this study was to investigate the effect of academic variables (e.g., grade point average, major change, informal meetings with faculty) on six year persistence and attainment among black male students in community colleges. Data was collected from the Beginning Postsecondary Students Longitudinal Study and was analyzed using logistic regression. Findings from this study indicated that select variables reflective of academic integration serve as significant predictors of black male persistence and attainment in the community college. These variables included students' grade point average, whether a student ever received an incomplete, repeating courses for higher grades, withdrawing from courses after the add or drop deadline, and informal meetings with faculty. Implications for future research are provided.