Despite diversity challenges in engineering education regarding Black males in particular, little is known about the factors that Black males attribute to their persistence in engineering. This study examines the college experiences of 15 Black males majoring in engineering at a historically Black university and the factors they believe help or hinder their persistence. The analysis of semi-structured focus group data revealed that Black males' college experiences are partially determined by their status as either domestic or international. Findings suggest that several well-established and motivation-relevant constructs (e.g., teacher expectations, self-theories of intelligence, and peer support) influence both groups. Implications for future research, as well as higher education policy and practice are discussed.