While there has been growing research that explores the impact of race- and cultural-specific student organizations or spaces on Black students and particularly Black males (Dancy, 2011; Harper & Quaye, 2007; McClure, 2006; Museus, 2008; L. Patton, 2006), there have been fewer studies (Ellis, 2009) examining emerging, institutionalized Black male initiative programs designed and administered by higher education professionals. Institutionalized Black male leadership programs (BMLPs) born out of such initiatives provide Black male students, particularly those that attend predominantly White institutions (PWIs), with services uniquely designed to respond to the specific needs of Black males. These institutionalized BMLPs present opportunities for administrators to develop experiences based on theory, research, and practice (i.e., everyday occurrences) (Harper & Kuykendall, 2012). This study advances the body of literature on student-led leadership programs by examining the impact of an institutionalized Black male leadership program on Black college male persistence and engagement. We conducted focus group interviews among eight Black males participating in an institutionalized BMLP at a large, PWI in the southern region of the United States. Forming connections within the BMLP and identifying connections between race, gender, and engagement were two of the primary findings uncovered during the investigation. Findings suggest that institutions can successfully form BMLPs that serve a critical role, similar to same-race organizations, in linking Black male students to academic and social campus communities while facilitating cultural connections (e.g., connections with ethnic minority faculty and staff). (Contains 1 note.)