The academic achievement gap persists in spite of much concern and talk in both the educational and political arenas. Moreover, literature on the education of African American male students at the college level is scarce; the existing literature is on the achievement gap issue in general. In this phenomenological study, the academic achievement gap was explored and understood in relation to the education of African American male students in college. The perceived impact of academic support services, activities, and programs designed to facilitate student academic success was also examined. The conceptual framework informing this study was based on Ogbu and Freire's critical, Bronfenbrenner's systems, and Bandura's social learning theories. The selection of participants followed a purposive criterion sampling. The participants included 19 MAN Center Program members and 6 selected administrators, instructors, and program directors at a historically Black college in the southeast region of the United States. Data were collected through structured individual interviews these data were then analyzed using the process of horizontalization to extract relevant themes and essences as proposed by Moustakas. Results indicated that participation in structured academic support programs, services, and activities for students improved students' academic achievement, work ethic, self concept, behaviors, understanding, and acceptance of these students. The study contributes to positive social change by raising stakeholders' awareness of the achievement gap problems, improving cultural sensitivity, informing educational reform in instructional methodology, and leading to academic success for African American male students. [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.]