The purpose of this study was to examine factors contributing to Black male students' sense of belonging with faculty members. Data from this study were derived from the Fall 2013 administration of the Community College Survey of Men (CCSM) and was analyzed using hierarchical linear regression. Findings from this study indicate that, after controlling for relevant extraneous variables, perceived racial-gender stereotypes held by faculty members, faculty validation, and faculty student engagement are significant predictors of respondents' perceptions of belonging with faculty members. Additionally, masculine identity (e.g., school as a feminine domain, breadwinner orientation and competitive ethos) moderated the effects of the perceptions of belonging with faculty members. Implications for policy, practice, and future research are provided.