This study explored the issues of student-faculty interaction and faculty caring as experienced by Black students attending a Predominantly White Institution in a Mid-western urban city. Specifically, the study reviewed the questions related to student-faculty engagement as posed on the National Survey of Student Engagement (NSSE). This study used a mixed methods approach to gain understanding of how Black students perceived their experience on a predominantly White campus. Secondary analysis on the institution's 2009 NSSE data disaggregated by ethnicity provided the basis for the quantitative results. The research explored differences between Black and White students on the benchmarks of Student-Faculty Interaction (SFI), Enriching Educational Experiences (EEE), Supportive Campus Environment (SCE), and grades. Focus group data identified faculty behaviors Black students perceived as caring and uncaring. Qualitative data collected were compiled into three major themes and four sub-themes.Quantitative analysis found that, while Black and White students perceived Student-Faculty interactions at similar levels, their outcomes were different. The most surprising outcome was that increased time with faculty did not result in higher grades for either Black or White students. However, participation in Enriching Educational Experiences was positively correlated with higher grades. Finally, the analysis of grades and the perception of a Supportive Campus Environment revealed an opposite pattern for White and Black students. As time spent developing positive working and social relations with different groups on campus increased, grades for Black students decreased while grades for White students increased. Focus group data provides an opportunity for the voices of Black students to be heard as they discussed their real lived experiences. By disaggregating NSSE data and exploring the student-faculty relationship from the perspective of Black students attending a Predominantly White Institution, administrators and faculty will become aware of the behaviors that support Black students' intellectual and social growth. Furthermore, this data could be used to improve the engagement outcomes of Black students and thereby improve their retention and graduation rates. [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.]