Disparities exist among minorities in educational attainment. The gap widens when examining access to higher education and persistence rates among minority males as compared to their white counterparts and minority females. The purpose of this action research study was to explore the impact of a reciprocal mentoring model between faculty and minority male students in an effort to examine the effects on student persistence and the students' academic experience. The researcher attempted to examine mentoring relationships, the process of reciprocal mentoring, and the effects on persistence and the students' academic experience for the purpose of learning about one another's perspectives. This study investigated minority male persistence within Chandler-Gilbert Community College (CGCC). Persistence was defined as a student who enrolled during the fall 2013 academic semester and continued at the same institution or transferred to another two-year or four-year institution working on degree completion. The author used a mixed methods design and used Critical Race Theory (CRT) as the theoretical framework by which to examine issues pertaining to minority male student perspectives and experiences. The results yielded eight assertions related to minority male retention and persistence. [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.]