It is beneficial to any institution of higher education to be able to understand why some students are able to persist to graduation and why some students leave college prematurely. Factors concerning retention and persistence of African American men have been a "hot topic" of discussion in higher education. The purpose of this qualitative study was to investigate an educational intervention program that supports the achievement of academically underprepared first time, full time, first-generation African American males who entered college through a summer pre-college program during summers of 2010-2012 at an HBCU. It examined how a summer pre-college program aided in the academic and social integration of 16 first time, full time, first-generation African American male freshmen who participated in the program. From the narratives of the participants, three emerging themes emerged. The emerging themes were: (1) nurturing academic environment: "I am academically prepared", (2) nurturing campus environment: "I belong here" and (3) nurturing support system: "I have a network." This study addressed the gap in the literature regarding at-risk first-generation African American males at an HBCU and how academic support programs contribute to persistence and retention. This study revealed that that parents and family members were supportive and encouraging to their sons prior to attending the summer bridge program and during the early college experience and that mentors are very important in encouraging and motivating at-risk African American males. [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.]